A complexivist perspective to teaching critiques the commonplace teaching "methods" and illuminates alternative approaches to teaching and teacher preparation. Focusing on system growth, the mutual influence of systems on one another, and nonlinear connectedness of systems, this paper defines four important components to teaching: A need for mutual influence among teachers, students, the content being taught and the curriculum; enculturation into a scholarly community; reflection on the part of teachers and students; and a need for teacher improvisation. The implication of these components for teacher preparation is then examined.
{"title":"Beyond Teaching Methods: A Complexity Approach","authors":"Bernard P. Ricca","doi":"10.29173/CMPLCT17985","DOIUrl":"https://doi.org/10.29173/CMPLCT17985","url":null,"abstract":"A complexivist perspective to teaching critiques the commonplace teaching \"methods\" and illuminates alternative approaches to teaching and teacher preparation. Focusing on system growth, the mutual influence of systems on one another, and nonlinear connectedness of systems, this paper defines four important components to teaching: A need for mutual influence among teachers, students, the content being taught and the curriculum; enculturation into a scholarly community; reflection on the part of teachers and students; and a need for teacher improvisation. The implication of these components for teacher preparation is then examined.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90446331","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}
“Lecturing” pedagogy puts teachers’ lecturing at the core of education. Both knowledge and norms become the “goods” waiting to be transmitted to students. This pedagogy keeps a control- based axiology and mirror-based epistemology. The “listening” pedagogy puts teachers’ listening and mutual listening between teachers and students, among students as the core of education. On the level of axiology, it makes “good listeners” i.e. persons with freedom as the aim of education, who integrate morality and creativity. On the level of epistemology, it sees educational process as the cooperative creation of knowledge. On the level of methodology, it integrates listening, description, interpretation, and action as a whole. In today’s China, educational fields should turn to the paradigm of a “listening” pedagogy.
{"title":"Turning to the Pedagogy of “Listening”","authors":"Zhang Hua","doi":"10.29173/CMPLCT16534","DOIUrl":"https://doi.org/10.29173/CMPLCT16534","url":null,"abstract":"“Lecturing” pedagogy puts teachers’ lecturing at the core of education. Both knowledge and norms become the “goods” waiting to be transmitted to students. This pedagogy keeps a control- based axiology and mirror-based epistemology. The “listening” pedagogy puts teachers’ listening and mutual listening between teachers and students, among students as the core of education. On the level of axiology, it makes “good listeners” i.e. persons with freedom as the aim of education, who integrate morality and creativity. On the level of epistemology, it sees educational process as the cooperative creation of knowledge. On the level of methodology, it integrates listening, description, interpretation, and action as a whole. In today’s China, educational fields should turn to the paradigm of a “listening” pedagogy.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76462183","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":"Complexity Science and Educational Research Conference - Shanghai 2010: Prologomena","authors":"W. Doll","doi":"10.29173/CMPLCT16528","DOIUrl":"https://doi.org/10.29173/CMPLCT16528","url":null,"abstract":"","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89086957","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}
Complexity science is in the forefront of contemporary scientific development; its rise and development triggered the breakthrough and innovation of methodology in scientific research. Curriculum is a complex adaptive system. Complexity curriculum research also includes nonlinearity, uncertainty, self-organization and emergent properties.
{"title":"Curriculum Studies Based on Complexity Science","authors":"Jiang Shi-hui, Guo Shaodong","doi":"10.29173/CMPLCT16536","DOIUrl":"https://doi.org/10.29173/CMPLCT16536","url":null,"abstract":"Complexity science is in the forefront of contemporary scientific development; its rise and development triggered the breakthrough and innovation of methodology in scientific research. Curriculum is a complex adaptive system. Complexity curriculum research also includes nonlinearity, uncertainty, self-organization and emergent properties.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88447321","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":"Introduction to Chinese Contributions: Conversing with the Other - Complexity, Chinese Culture and Curriculum Reform","authors":"Jie-ae Yu","doi":"10.29173/CMPLCT16533","DOIUrl":"https://doi.org/10.29173/CMPLCT16533","url":null,"abstract":"","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89554680","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}
Oriented by complexity thinking and informed by a selection of “game-changing” research findings in the educational literature, we describe a set of innovations to a teacher education program. These innovations include broad awareness of theories of learning, specialization across levels, integration of pre-service and in-service offerings, a developmental curriculum, and deep partnerships with schools.
{"title":"Fitting Teacher Education in/to/for an Increasingly Complex World","authors":"B. Davis, D. Sumara","doi":"10.29173/CMPLCT16531","DOIUrl":"https://doi.org/10.29173/CMPLCT16531","url":null,"abstract":"Oriented by complexity thinking and informed by a selection of “game-changing” research findings in the educational literature, we describe a set of innovations to a teacher education program. These innovations include broad awareness of theories of learning, specialization across levels, integration of pre-service and in-service offerings, a developmental curriculum, and deep partnerships with schools.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79771598","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}
Complex systems are open, recursive, organic, nonlinear and emergent. Reconceptualizing curriculum, teaching and learning in complexivist terms foregrounds the unpredictable and generative qualities of educational processes, and invites educators to value that which is unexpected and/or beyond their control. Nevertheless, concepts associated with simple systems persist in contemporary discourses of educational inquiry, and continue to inform practices of complexity reduction through which researchers and other practitioners seek predictability and control. In this essay, I examine a number of theoretical, practical and historical dimensions of complexity reduction in education and their implications for inquiry and action. I focus in particular on the ways in which some education researchers have reduced the complexity of the objects of their inquiries through ‘methodological borrowings’ from other research endeavors, such as borrowing a version of ‘evidence-based’ research from medical science, and borrowing the ‘triangulation’ metaphor from surveying.
{"title":"Complexity, Complexity Reduction, and ‘Methodological Borrowing’ in Educational Inquiry","authors":"N. Gough","doi":"10.29173/CMPLCT16532","DOIUrl":"https://doi.org/10.29173/CMPLCT16532","url":null,"abstract":"Complex systems are open, recursive, organic, nonlinear and emergent. Reconceptualizing curriculum, teaching and learning in complexivist terms foregrounds the unpredictable and generative qualities of educational processes, and invites educators to value that which is unexpected and/or beyond their control. Nevertheless, concepts associated with simple systems persist in contemporary discourses of educational inquiry, and continue to inform practices of complexity reduction through which researchers and other practitioners seek predictability and control. In this essay, I examine a number of theoretical, practical and historical dimensions of complexity reduction in education and their implications for inquiry and action. I focus in particular on the ways in which some education researchers have reduced the complexity of the objects of their inquiries through ‘methodological borrowings’ from other research endeavors, such as borrowing a version of ‘evidence-based’ research from medical science, and borrowing the ‘triangulation’ metaphor from surveying.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82502511","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}
New curriculum reform looks at the relationship between teaching and learning from new perspectives. Contrary to the traditional linear view of instruction, teaching and learning encourage ongoing recursions in the perspective of complexity theory. The recursion is embodied in different aspects: in essence, it is mutual understanding between teacher and student. As a result, it leads to the continuous transformation of the roles of teacher and student. In this sense, the relation between teacher and student becomes dynamic, while the teacher’s authority becomes relative.
{"title":"On the Recursion between Teaching and Learning","authors":"Guanglu Zhang","doi":"10.29173/CMPLCT16537","DOIUrl":"https://doi.org/10.29173/CMPLCT16537","url":null,"abstract":"New curriculum reform looks at the relationship between teaching and learning from new perspectives. Contrary to the traditional linear view of instruction, teaching and learning encourage ongoing recursions in the perspective of complexity theory. The recursion is embodied in different aspects: in essence, it is mutual understanding between teacher and student. As a result, it leads to the continuous transformation of the roles of teacher and student. In this sense, the relation between teacher and student becomes dynamic, while the teacher’s authority becomes relative.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88298819","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}
Confucius and Socrates, two cultural icons of the East and West, both declared they did “not know,” which, however, held different concepts for them. First, I will critically examine their dialogue teaching practices to analyze the implications of “knowing" and “not knowing.” Second, I will explore the different images of knowledge and visions of pedagogy each held.
{"title":"Different Images of Knowledge and Perspectives of Pedagogy in Confucius and Socrates","authors":"Zhong Jian-wei","doi":"10.29173/CMPLCT16535","DOIUrl":"https://doi.org/10.29173/CMPLCT16535","url":null,"abstract":"Confucius and Socrates, two cultural icons of the East and West, both declared they did “not know,” which, however, held different concepts for them. First, I will critically examine their dialogue teaching practices to analyze the implications of “knowing\" and “not knowing.” Second, I will explore the different images of knowledge and visions of pedagogy each held.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75249707","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":"Paul Cilliers, 1956-2011","authors":"Deborah Osberg","doi":"10.29173/CMPLCT11201","DOIUrl":"https://doi.org/10.29173/CMPLCT11201","url":null,"abstract":"","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78465142","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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