The profession of teaching is unique because of the extent to which a teacher becomes involved in the lives of their "clients". The level of care required to support students well can be intense, confusing, and overwhelming. Relationships co-evolve within an ever-changing process and care is considered an essential aspect of complex relationships between students and teachers. While we do have many standard guidelines to help us, such as codes of ethics, rules, and policies, this paper examines their limitations. The ethics of care require more than standards or guidelines. To mitigate these limitations, we offer a more complex way of thinking as a way to navigate the dynamic disequilibrium of caring relationships. In the process, we emphasize the need for caring teachers to embrace their own vulnerability. This way of thinking provides us with an ecological ethical approach for engaging in professional relationships that promotes respect, safety, and self-worth for all involved.
{"title":"The Complexity of Care","authors":"Steve J. Collins, Hermia Ting","doi":"10.29173/CMPLCT21452","DOIUrl":"https://doi.org/10.29173/CMPLCT21452","url":null,"abstract":"The profession of teaching is unique because of the extent to which a teacher becomes involved in the lives of their \"clients\". The level of care required to support students well can be intense, confusing, and overwhelming. Relationships co-evolve within an ever-changing process and care is considered an essential aspect of complex relationships between students and teachers. While we do have many standard guidelines to help us, such as codes of ethics, rules, and policies, this paper examines their limitations. The ethics of care require more than standards or guidelines. To mitigate these limitations, we offer a more complex way of thinking as a way to navigate the dynamic disequilibrium of caring relationships. In the process, we emphasize the need for caring teachers to embrace their own vulnerability. This way of thinking provides us with an ecological ethical approach for engaging in professional relationships that promotes respect, safety, and self-worth for all involved.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80175537","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}
In this autobiographical study, I investigate Fritjof Capra’s assertion that seemingly diverse elements share commonalities and that the arts are best suited to visualizing and mapping those commonalities. Looking back at myself as a pre-service teacher, I trace interdependence across disciplines in curriculum pitched at the junior level. Through narrative and reflective modes, I identify transitional moments in a Grade 4 classroom that triggered both my students’ and my self-expression and nurtured diversity in our learning community. I seek as well to discern myself as an open, self-organizing system that initially operates at a distance from equilibrium in the teaching process, only to later create sound and creative learning from that point of instability. I also examine how the facet of self that co-creates with students encourages my development as a teacher and writer. Finally, I address the overarching question that underlies a systemic analysis of learning and the complexity theory that incorporates such an analysis: How do multiple pedagogies and modes of expression weave together into a complex whole?
{"title":"A Fear of Physics: Interdisciplinary Learning in Grade Four","authors":"Carol Lipszyc","doi":"10.29173/CMPLCT17992","DOIUrl":"https://doi.org/10.29173/CMPLCT17992","url":null,"abstract":"In this autobiographical study, I investigate Fritjof Capra’s assertion that seemingly diverse elements share commonalities and that the arts are best suited to visualizing and mapping those commonalities. Looking back at myself as a pre-service teacher, I trace interdependence across disciplines in curriculum pitched at the junior level. Through narrative and reflective modes, I identify transitional moments in a Grade 4 classroom that triggered both my students’ and my self-expression and nurtured diversity in our learning community. I seek as well to discern myself as an open, self-organizing system that initially operates at a distance from equilibrium in the teaching process, only to later create sound and creative learning from that point of instability. I also examine how the facet of self that co-creates with students encourages my development as a teacher and writer. Finally, I address the overarching question that underlies a systemic analysis of learning and the complexity theory that incorporates such an analysis: How do multiple pedagogies and modes of expression weave together into a complex whole?","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85618235","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":"The Way I Hunt","authors":"R. Marsden","doi":"10.29173/CMPLCT21425","DOIUrl":"https://doi.org/10.29173/CMPLCT21425","url":null,"abstract":"","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87828071","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}
As schools, districts, and the overall education system are complex entities, both the approaches taken to improve them and the methods used to study them must be similarly complex. Simple solutions imposed with no regard for schools’ or districts’ unique contexts hold little promise, while seemingly insignificant differences between those contexts affect in seemingly disproportionate ways the quality and success with which they implement the same programs. Context must be taken very much into account when initiatives are planned and implemented, as well as when their impacts are investigated.
{"title":"Schools and Complexity.","authors":"C. Trombly","doi":"10.29173/CMPLCT19017","DOIUrl":"https://doi.org/10.29173/CMPLCT19017","url":null,"abstract":"As schools, districts, and the overall education system are complex entities, both the approaches taken to improve them and the methods used to study them must be similarly complex. Simple solutions imposed with no regard for schools’ or districts’ unique contexts hold little promise, while seemingly insignificant differences between those contexts affect in seemingly disproportionate ways the quality and success with which they implement the same programs. Context must be taken very much into account when initiatives are planned and implemented, as well as when their impacts are investigated.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74577572","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":"Some Reflections on Disciplines and Curricula","authors":"Lixin Luo","doi":"10.29173/CMPLCT17991","DOIUrl":"https://doi.org/10.29173/CMPLCT17991","url":null,"abstract":"","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80761918","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}
I spent a wonderful time this past summer in the western part of Ireland. One distinguishing feature of that land is the ubiquitous stone wall. These walls have been built from the stones percolating to the surface of the stony and rocky land; the percolation began thousands of years ago and continues to this day. I learned little about these walls from the residents inside those walls; those who were old enough to remember their construction spoke a language that was largely impenetrable to me; it may have been English, or it may have been Gaelic, or almost anything else, so different was the accent from my own. And while I have many pictures with stones in them, I have no real understanding of the stones or the people of those stones. So perhaps stones were on my mind as I sat down to work on this editorial. As I start to write this, it is still 2013, which is 20 years after the publishing of Bill Doll’s A Post‐modern Perspective on Curriculum, which, as much as any other event, ushered complexity as a field of study into education. Furthermore, it was 10 years ago that the first Complexity Science and Educational Research conference was held and, as an outgrowth of that conference, that Complicity was begun. 20 years and 10 years seem like important milestones in the complexity‐studies‐in‐education world. But what does it mean to pass a milestone? I did not need to consult my Oxford English Dictionary to figure that “mile stone” was a marker of sorts along a path. (However, as I have learned to be most skeptical of the things that seem common‐ sensical to me, I did check: yes, my common‐sense thought is really the meaning of “milestone”.) Three things seem to me to be wrong about considering this year’s anniversaries as milestones, however.
{"title":"Milestones, Touchstones and Just Plain Stones","authors":"Bernard P. Ricca","doi":"10.29173/CMPLCT21423","DOIUrl":"https://doi.org/10.29173/CMPLCT21423","url":null,"abstract":"I spent a wonderful time this past summer in the western part of Ireland. One distinguishing feature of that land is the ubiquitous stone wall. These walls have been built from the stones percolating to the surface of the stony and rocky land; the percolation began thousands of years ago and continues to this day. I learned little about these walls from the residents inside those walls; those who were old enough to remember their construction spoke a language that was largely impenetrable to me; it may have been English, or it may have been Gaelic, or almost anything else, so different was the accent from my own. And while I have many pictures with stones in them, I have no real understanding of the stones or the people of those stones. So perhaps stones were on my mind as I sat down to work on this editorial. As I start to write this, it is still 2013, which is 20 years after the publishing of Bill Doll’s A Post‐modern Perspective on Curriculum, which, as much as any other event, ushered complexity as a field of study into education. Furthermore, it was 10 years ago that the first Complexity Science and Educational Research conference was held and, as an outgrowth of that conference, that Complicity was begun. 20 years and 10 years seem like important milestones in the complexity‐studies‐in‐education world. But what does it mean to pass a milestone? I did not need to consult my Oxford English Dictionary to figure that “mile stone” was a marker of sorts along a path. (However, as I have learned to be most skeptical of the things that seem common‐ sensical to me, I did check: yes, my common‐sense thought is really the meaning of “milestone”.) Three things seem to me to be wrong about considering this year’s anniversaries as milestones, however.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78160622","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 paper by Joakim Larsson and Bo Dahlin “Educating far from Equilibrium: Chaos Philosophy and the Quest for Complexity in Education” can be called a manifesto of anti-dualism. Inspired by Dewey’s century old creed, the authors present a well-researched argument for a complementary approach towards balancing historically conflicting modes of thinking, knowing and educating. In my response to their article I will focus on both philosophical and scientific sources that exemplify the principle of complementarity – first called as such by Niels Bohr who problematized the mutually exclusive descriptions of nature at its most subtle, quantum, level in terms of either particles or waves. In the move from either/or to both/and Bohr a connection between his idea of complementarity and Eastern philosophy. His epistemic position considered that what we may perceive as binary opposites at the ordinary experience are in fact not contradictory but complementary. For Bohr, the interplay of yin and yang tendencies forming one integrated whole in Chinese philosophy of Taoism relevant to, informative for, his principle complementarity in physics. adoption of the both/and , integrative, principle as it has been in the physical science, appears to have been long in social sciences, including education.
{"title":"Exploring the Complementary Nature of Education and Learning. Response to Joakim Larsson and Bo Dahlin","authors":"Inna Semetsky","doi":"10.29173/CMPLCT17986","DOIUrl":"https://doi.org/10.29173/CMPLCT17986","url":null,"abstract":"The paper by Joakim Larsson and Bo Dahlin “Educating far from Equilibrium: Chaos Philosophy and the Quest for Complexity in Education” can be called a manifesto of anti-dualism. Inspired by Dewey’s century old creed, the authors present a well-researched argument for a complementary approach towards balancing historically conflicting modes of thinking, knowing and educating. In my response to their article I will focus on both philosophical and scientific sources that exemplify the principle of complementarity – first called as such by Niels Bohr who problematized the mutually exclusive descriptions of nature at its most subtle, quantum, level in terms of either particles or waves. In the move from either/or to both/and Bohr a connection between his idea of complementarity and Eastern philosophy. His epistemic position considered that what we may perceive as binary opposites at the ordinary experience are in fact not contradictory but complementary. For Bohr, the interplay of yin and yang tendencies forming one integrated whole in Chinese philosophy of Taoism relevant to, informative for, his principle complementarity in physics. adoption of the both/and , integrative, principle as it has been in the physical science, appears to have been long in social sciences, including education.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75301204","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":"Wine Intertwined with Education and Complexity Theory","authors":"G. Sen","doi":"10.29173/CMPLCT17989","DOIUrl":"https://doi.org/10.29173/CMPLCT17989","url":null,"abstract":"","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85337874","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}
Causality is an inextricable part of the educational process, as our understanding of what works in education depends on our ability to make causal attributions. Yet, the research and policy literature in education tends to define causality narrowly as the attribution of educational outcomes to intervention effects in a randomized control trial context. This reduction of the educational process to simple input – output relationships leaves important questions unattended about how change is produced in educational systems, and how observed results can be predicted based on the propensity toward change in the baseline settings of those systems. This paper considers these questions from a Complex Dynamical Systems perspective, and concludes that answers to them can qualify the findings from at least some experiments.
{"title":"Change, Self-organization and the Search for Causality in Educational Research and Practice","authors":"M. Koopmans","doi":"10.29173/CMPLCT19523","DOIUrl":"https://doi.org/10.29173/CMPLCT19523","url":null,"abstract":"Causality is an inextricable part of the educational process, as our understanding of what works in education depends on our ability to make causal attributions. Yet, the research and policy literature in education tends to define causality narrowly as the attribution of educational outcomes to intervention effects in a randomized control trial context. This reduction of the educational process to simple input – output relationships leaves important questions unattended about how change is produced in educational systems, and how observed results can be predicted based on the propensity toward change in the baseline settings of those systems. This paper considers these questions from a Complex Dynamical Systems perspective, and concludes that answers to them can qualify the findings from at least some experiments.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75119469","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 paper uses the discourse of complexity thinking to envision curriculum as six partial and coupled facets that exist simultaneously: curriculum as structure, curriculum as process, curriculum as content, curriculum as teaching, curriculum as learning and curriculum as activity. Such a curriculum is emergent and self-organising. It is emergent in two ways: (1) in its deliberate intention to foster new learning, activities and teaching without knowing or dictating exactly what will emerge, and (2) in the sense that curriculum is an ever-evolving reality that is brought forth in the ongoing interactions of the six coupled facets. A self-organising curriculum enables a teacher to create ‘a space for running’ and foster ‘interactive running in that space’ to meaningfully honour both the requirements set by authorities and the interests of children and teachers, rather than a pre-determined curriculum. This model of curriculum was developed and is discussed in the context of the early childhood curriculum in Aotearoa New Zealand.
{"title":"Envisioning curriculum as six simultaneities","authors":"H. Hussain, L. Conner, E. Mayo","doi":"10.29173/CMPLCT18941","DOIUrl":"https://doi.org/10.29173/CMPLCT18941","url":null,"abstract":"This paper uses the discourse of complexity thinking to envision curriculum as six partial and coupled facets that exist simultaneously: curriculum as structure, curriculum as process, curriculum as content, curriculum as teaching, curriculum as learning and curriculum as activity. Such a curriculum is emergent and self-organising. It is emergent in two ways: (1) in its deliberate intention to foster new learning, activities and teaching without knowing or dictating exactly what will emerge, and (2) in the sense that curriculum is an ever-evolving reality that is brought forth in the ongoing interactions of the six coupled facets. A self-organising curriculum enables a teacher to create ‘a space for running’ and foster ‘interactive running in that space’ to meaningfully honour both the requirements set by authorities and the interests of children and teachers, rather than a pre-determined curriculum. This model of curriculum was developed and is discussed in the context of the early childhood curriculum in Aotearoa New Zealand.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86172892","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：