{"title":"Presencing a Collective Response. Response to Olen Gunnlaugson","authors":"Wendy Nielsen, G. Biesta, T. Kieren, Diane Zorn","doi":"10.29173/CMPLCT11149","DOIUrl":"https://doi.org/10.29173/CMPLCT11149","url":null,"abstract":"","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88615548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Complexities of interdisciplinarity: two (or three) into one will go. Response to Angus McMurtry","authors":"R. Barnett","doi":"10.29173/CMPLCT10899","DOIUrl":"https://doi.org/10.29173/CMPLCT10899","url":null,"abstract":"","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91023136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This is a book review, so I assume no abstract is needed. If I'm incorrect in this assumption, just let me know.
这是一篇书评，所以我认为不需要摘要。如果我的假设不正确，请告诉我。
{"title":"Doing Organizational Complexity: A Review of Jeffrey Goldstein, James Hazy, and Benyamin Lichtenstein, Complexity and the Nexus of Leadership: Leveraging Nonlinear Science to Create Ecologies of Innovation.","authors":"P. McQuillan","doi":"10.29173/CMPLCT9037","DOIUrl":"https://doi.org/10.29173/CMPLCT9037","url":null,"abstract":"This is a book review, so I assume no abstract is needed. If I'm incorrect in this assumption, just let me know.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80637696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A review of Semiotics Education Experience by Inna Semetsky","authors":"A. Chapman","doi":"10.29173/CMPLCT10230","DOIUrl":"https://doi.org/10.29173/CMPLCT10230","url":null,"abstract":"","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76318615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Re(Imagining) Teacher Preparation Through Symbolic Interactionism and the Looking-Glass Self","authors":"Andrew J. Hund, K. Knaus","doi":"10.29173/CMPLCT10024","DOIUrl":"https://doi.org/10.29173/CMPLCT10024","url":null,"abstract":"","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79094288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Stuck Places and Possibilities: Questions of Culture, Collaboration, and Complexity in (Re)imaginging Teacher Preparation","authors":"W. Gershon","doi":"10.29173/CMPLCT10025","DOIUrl":"https://doi.org/10.29173/CMPLCT10025","url":null,"abstract":"","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78349512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Deborah Seltzer-Kelly et al, created a most interesting symposium which was the basis for the Feature Article in this issue, (Re)imagining teacher preparation for conjoint democratic inquiry in complex classroom ecologies. True to the heart of complexity and post-modern thought, the article has selected a series of perspectives that, while compatible, cannot really be resolved into a single meta-narrative. I find that a very Batesonian approach in that Gregory Bateson (2000) believed so strongly in what he called gappiness. Complex systems and complex ideas, by their nature, cannot be easily described except metaphorically and when we try to get too specific, when we try to eliminate the messiness, we flatten the system. Metaphor, for Bateson and perhaps for this SIG, is the heart of description for complex ideas and, like Bateson, we should perhaps refuse to explain our metaphors. There were two threads in the paper to which I would like to respond: the fault lines in systems related to schooling and some places we might look for remedy.
{"title":"Gaps in the System","authors":"Sherri T Reynolds","doi":"10.29173/CMPLCT10020","DOIUrl":"https://doi.org/10.29173/CMPLCT10020","url":null,"abstract":"Deborah Seltzer-Kelly et al, created a most interesting symposium which was the basis for the Feature Article in this issue, (Re)imagining teacher preparation for conjoint democratic inquiry in complex classroom ecologies. True to the heart of complexity and post-modern thought, the article has selected a series of perspectives that, while compatible, cannot really be resolved into a single meta-narrative. I find that a very Batesonian approach in that Gregory Bateson (2000) believed so strongly in what he called gappiness. Complex systems and complex ideas, by their nature, cannot be easily described except metaphorically and when we try to get too specific, when we try to eliminate the messiness, we flatten the system. Metaphor, for Bateson and perhaps for this SIG, is the heart of description for complex ideas and, like Bateson, we should perhaps refuse to explain our metaphors. There were two threads in the paper to which I would like to respond: the fault lines in systems related to schooling and some places we might look for remedy.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87506507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"“Enlarging the Space of the Possible”: (Re)Imagining Teacher Preparation","authors":"W. Doll","doi":"10.29173/CMPLCT10021","DOIUrl":"https://doi.org/10.29173/CMPLCT10021","url":null,"abstract":"","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77157310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"On Self-Revelation and Research","authors":"Bernard P. Ricca","doi":"10.29173/CMPLCT10019","DOIUrl":"https://doi.org/10.29173/CMPLCT10019","url":null,"abstract":"","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89772344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The feature article for this issue, entitled “(Re)Imagining Teacher Preparation for Conjoint Democratic Inquiry in Complex Classroom Ecologies ,” begins to carve out one aspect of the importance of relationship in the context of schooling. For the most part, the institution of schooling has ignored relationship. Instead, blaming teachers and students has become the modus operandi. Zero tolerance, accountability, among the many other sound bites in the politics of education categorically ignore the significance of relationship and its critical role not only in student—teacher dynamics, but also in all aspects of learning and personal growth. In fact, within the current political context, relationship is missing from the equation. Scripted curricula and requirements that teachers sign allegiance to these curricula, intensive teaching to the tests, the push for strict and specific national standards, and the desire to have all students working on the same “thing” (and not relationships of any kind!) at the same time, are all tremendous obstacles to developing interpersonal relationships in the classroom and to learning relationships. Of course, the notion of relationships is much more extensive than just those connections that exist between people. Relationships should be the material of what we learn and teach (Bateson, 1979/2002; Donaldson, 1992). Since we are interested in complex systems, we need to see relationships as the material of systems, as well as to see relationships as systems themselves. Although I believe the major focus of this article is of great importance, I do have some concerns. The authors have brought to bear a number of different paradigmatic approaches in crafting this research and the resulting article. In many cases, such a mix of paradigms can provide some intriguing insights. However, I found this paradigmatic mix problematic in this article. Complexity theories are, by definition, at opposition to
{"title":"Investigating Relationships: Thoughts on the Pitfalls and Directions","authors":"Jeffrey W. Bloom","doi":"10.29173/CMPLCT10022","DOIUrl":"https://doi.org/10.29173/CMPLCT10022","url":null,"abstract":"The feature article for this issue, entitled “(Re)Imagining Teacher Preparation for Conjoint Democratic Inquiry in Complex Classroom Ecologies ,” begins to carve out one aspect of the importance of relationship in the context of schooling. For the most part, the institution of schooling has ignored relationship. Instead, blaming teachers and students has become the modus operandi. Zero tolerance, accountability, among the many other sound bites in the politics of education categorically ignore the significance of relationship and its critical role not only in student—teacher dynamics, but also in all aspects of learning and personal growth. In fact, within the current political context, relationship is missing from the equation. Scripted curricula and requirements that teachers sign allegiance to these curricula, intensive teaching to the tests, the push for strict and specific national standards, and the desire to have all students working on the same “thing” (and not relationships of any kind!) at the same time, are all tremendous obstacles to developing interpersonal relationships in the classroom and to learning relationships. Of course, the notion of relationships is much more extensive than just those connections that exist between people. Relationships should be the material of what we learn and teach (Bateson, 1979/2002; Donaldson, 1992). Since we are interested in complex systems, we need to see relationships as the material of systems, as well as to see relationships as systems themselves. Although I believe the major focus of this article is of great importance, I do have some concerns. The authors have brought to bear a number of different paradigmatic approaches in crafting this research and the resulting article. In many cases, such a mix of paradigms can provide some intriguing insights. However, I found this paradigmatic mix problematic in this article. Complexity theories are, by definition, at opposition to","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77013347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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