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Complexity Theory and the Philosophy of Education

Complexity Theory and the Philosophy of Education Following a brief introduction to complexity theory, this paper considers how various themes in the field relate to the philosophical study of education. Issues and questions introduced include the challenge of complexity theory for the philosophy of education—and, conversely, some critical challenges for complexity theory from educational philosophy; complexity theory and educational continuity and change; the importance that complexity theory places on interpretive perspectives that are transphenomenal, transdisciplinary and transdiscursive; the risks of simplifying complexity to a point that excludes its ambiguities and includes only its dominant usages; the degree of coherence between Dewey's philosophical orientation and that of complexity theory; how Foucault might be read as a complexity theorist; how educational research informed by complexity theory might ask different questions with different analytical perspectives—connectionist, holistic, non‐linear, rather than input–output ‘black‐box’ causal modelling, for example; and how curriculum, teaching, the epistemology of schooling, and the ‘education of consciousness’—understood as an emergent phenomenon—might be different when viewed from the perspective of complexity theory. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Philosophy and Theory Taylor & Francis

Complexity Theory and the Philosophy of Education

Educational Philosophy and Theory , Volume 40 (1): 15 – Jan 1, 2008
15 pages

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References (82)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1469-5812
eISSN
0013-1857
DOI
10.1111/j.1469-5812.2007.00412.x
Publisher site
See Article on Publisher Site

Abstract

Following a brief introduction to complexity theory, this paper considers how various themes in the field relate to the philosophical study of education. Issues and questions introduced include the challenge of complexity theory for the philosophy of education—and, conversely, some critical challenges for complexity theory from educational philosophy; complexity theory and educational continuity and change; the importance that complexity theory places on interpretive perspectives that are transphenomenal, transdisciplinary and transdiscursive; the risks of simplifying complexity to a point that excludes its ambiguities and includes only its dominant usages; the degree of coherence between Dewey's philosophical orientation and that of complexity theory; how Foucault might be read as a complexity theorist; how educational research informed by complexity theory might ask different questions with different analytical perspectives—connectionist, holistic, non‐linear, rather than input–output ‘black‐box’ causal modelling, for example; and how curriculum, teaching, the epistemology of schooling, and the ‘education of consciousness’—understood as an emergent phenomenon—might be different when viewed from the perspective of complexity theory.

Journal

Educational Philosophy and TheoryTaylor & Francis

Published: Jan 1, 2008

Keywords: complexity theory; philosophy of education

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