Conceptualizing Distributive Justice in Education: A Complexity Theory Perspective

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-05-01 DOI:10.1093/jopedu/qhad030
T. Gilead
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Abstract

Over the last two decades, complexity theory, which is designed to deal with systems of multiple interdependent variables, has been increasingly applied to analyse and shed light on various aspects of education. So far, however, complexity theory has rarely been used, if at all, to examine questions related to educational justice. This article offers a theoretical examination of some possible links between complexity theory and distributive justice in education. It asks how accepting the premise that education is a complex dynamic system should shape the way distributive justice in education is conceptualized and approached. It is argued that complexity theory challenges many assumptions on which the dominant approach for dealing with distributive justice in education rests. The article focuses on three subjects that stem from complexity theory but have implications for dealing with distributive justice in education: system diversity, reductionism, and change. Each of these subjects is examined separately, and some possible contributions of complexity theory to illuminating these subjects in relation to distributive justice in education are discussed. The article ends with a brief illustration of where a complexity based approach to educational justice leads that focuses on school choice and contrasts it with Brighouse’s views on this issue.
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教育分配公平概念化:复杂性理论视角
在过去的二十年里,复杂性理论,旨在处理多个相互依存的变量系统,已经越来越多地应用于分析和阐明教育的各个方面。然而,到目前为止,复杂性理论很少被用来研究与教育公正有关的问题,如果有的话。本文从理论上考察了复杂性理论与教育分配公平之间可能存在的联系。它询问如何接受教育是一个复杂的动态系统的前提应该塑造教育分配正义的概念和处理方式。有人认为,复杂性理论挑战了许多假设,这些假设是处理教育分配正义的主要方法所依赖的。这篇文章着重于三个主题,它们源于复杂性理论,但对处理教育中的分配正义有影响:系统多样性、还原论和变化。这些主题分别进行了研究,并讨论了复杂性理论对阐明这些与教育分配正义有关的主题的一些可能贡献。文章最后简要说明了以复杂性为基础的教育公正方法的走向,该方法关注学校选择,并将其与布里格豪斯在这一问题上的观点进行了对比。
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来源期刊
CiteScore
2.00
自引率
10.00%
发文量
77
期刊介绍: Journal of Philosophy of Education publishes articles representing a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. The journal aims to promote rigorous thinking on educational matters and to identify and criticise the ideological forces shaping education. Ethical, political, aesthetic and epistemological dimensions of educational theory are amongst those covered.
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