This is my last editorial as editor-in-chief for Complicity. For the last four years I have worked hard with associate editors, Bill Doll and Donna Trueit, to try to overcome some of the limitations of scholarly publication (see Osberg, Doll & Trueit, 2008). We have tried to enlarge the space of the possible1 (Osberg, 2009) for scholarly engagement in the “field” (if such exists) of complexity and education by attempting to create a space of engagement which explicitly provokes creative thinking and debate on the complexities of education (Osberg, 2009). This is not to say such provocations were missing from this journal before our term of editorship began, but that we took it as our mission, and duty, not simply to try to maintain the journal as it was (its operations and ethos), but to “improve” it by working with all those concerned with the journal to make it somehow “greater” than it was. The status of a scholarly journal is, after all, primarily dependent on the work/s of all those who contribute articles towards it. Our dedication to “improving” the journal in this way is, perhaps, quite telling of our status as educators. Being an educator, can, after all, be seen as a professional life
{"title":"On Editing, Improvement and the Logic of Education","authors":"Deborah Osberg","doi":"10.29173/CMPLCT11190","DOIUrl":"https://doi.org/10.29173/CMPLCT11190","url":null,"abstract":"This is my last editorial as editor-in-chief for Complicity. For the last four years I have worked hard with associate editors, Bill Doll and Donna Trueit, to try to overcome some of the limitations of scholarly publication (see Osberg, Doll & Trueit, 2008). We have tried to enlarge the space of the possible1 (Osberg, 2009) for scholarly engagement in the “field” (if such exists) of complexity and education by attempting to create a space of engagement which explicitly provokes creative thinking and debate on the complexities of education (Osberg, 2009). This is not to say such provocations were missing from this journal before our term of editorship began, but that we took it as our mission, and duty, not simply to try to maintain the journal as it was (its operations and ethos), but to “improve” it by working with all those concerned with the journal to make it somehow “greater” than it was. The status of a scholarly journal is, after all, primarily dependent on the work/s of all those who contribute articles towards it. Our dedication to “improving” the journal in this way is, perhaps, quite telling of our status as educators. Being an educator, can, after all, be seen as a professional life","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88044017","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}
Even a top-shelf shaman needs a spell. As any curandera knows, invoking a spirit or opening a door to the unknowable requires ritual order—celestial scope and sequence— struck against the anomie of deep disorder. The magic resides in the sympathetic interaction between the incantation and its performance, and in the tense transaction among form and content. Scientists and teachers know this too. What follows is a vignette describing a particular sequence of curricular rituals involving people who are scientists and teachers both, trying to bring forth knowledge that is at once old and new.
{"title":"Casting Curricular Circles, or The Sorcerer, the Phantom and the Troubadour","authors":"Laura M. Jewett","doi":"10.29173/CMPLCT11169","DOIUrl":"https://doi.org/10.29173/CMPLCT11169","url":null,"abstract":"Even a top-shelf shaman needs a spell. As any curandera knows, invoking a spirit or opening a door to the unknowable requires ritual order—celestial scope and sequence— struck against the anomie of deep disorder. The magic resides in the sympathetic interaction between the incantation and its performance, and in the tense transaction among form and content. Scientists and teachers know this too. What follows is a vignette describing a particular sequence of curricular rituals involving people who are scientists and teachers both, trying to bring forth knowledge that is at once old and new.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87419204","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 Complex Theories, Social Networking, and Learning. Response to Donald L. Gilstrap","authors":"J. Julien","doi":"10.29173/CMPLCT11167","DOIUrl":"https://doi.org/10.29173/CMPLCT11167","url":null,"abstract":"","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88129997","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}
Remember Y2K? Back in those days, important changes took place in the way universities in Quebec were to conceive teacher education: “professional competencies” were supposed to become the backbone of our programs (see Lajoie & Pallascio, 2001). One key idea we have drawn from this requirement is the concept of “knowing how to act in the moment.” How could student-teachers be prepared to know how to deal with the unexpected? And not only to “know how”, but indeed develop know-how, competencies to actually act in the moment and make the best – in terms of the subject matter – of surprising, unforeseen, startling events that sparkle in the everyday of teaching and learning? Even more: how can this “know how”be made part of “formal,” intra muros, teacher education, and not only fall on the charge of practicum? Our answer: improvisation!
{"title":"Improvisation in Teaching and Teacher Education","authors":"J. Maheux, Caroline Lajoie","doi":"10.29173/CMPLCT11157","DOIUrl":"https://doi.org/10.29173/CMPLCT11157","url":null,"abstract":"Remember Y2K? Back in those days, important changes took place in the way universities in Quebec were to conceive teacher education: “professional competencies” were supposed to become the backbone of our programs (see Lajoie & Pallascio, 2001). One key idea we have drawn from this requirement is the concept of “knowing how to act in the moment.” How could student-teachers be prepared to know how to deal with the unexpected? And not only to “know how”, but indeed develop know-how, competencies to actually act in the moment and make the best – in terms of the subject matter – of surprising, unforeseen, startling events that sparkle in the everyday of teaching and learning? Even more: how can this “know how”be made part of “formal,” intra muros, teacher education, and not only fall on the charge of practicum? Our answer: improvisation!","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86209428","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 brief response to Ton Jörg's review of \"Good Education in an Age of Measurement\"","authors":"G. Biesta","doi":"10.29173/CMPLCT11159","DOIUrl":"https://doi.org/10.29173/CMPLCT11159","url":null,"abstract":"","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83642552","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 Good Education in an Age of Measurement: Ethics, Politics, Democracy by Gert Biesta","authors":"T. Jörg","doi":"10.29173/CMPLCT11158","DOIUrl":"https://doi.org/10.29173/CMPLCT11158","url":null,"abstract":"","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88479019","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}
Online courseware and social networking have dramatically changed the way students and educators learn and think about learning and scholarly communication. With a transdisciplinary ecological focus on educational research, this article incorporates research in chaos and complexity theories, sociology, and philosophy to address research questions in relation to social networks and human ecological complexity. This article subsequently contends that curriculum theory is deeply impacted by social networks--which draw attention to human ecological complexity in teaching and learning—and that curriculum theory is in a unique position to integrate chaos and complexity theories which help to recreate the ontological and epistemological frameworks needed to respond to social networks.
{"title":"Human Ecological Complexity; Epistemological Implications of Social Networking and Emerging Curriculum Theories","authors":"Donald L. Gilstrap","doi":"10.29173/CMPLCT9222","DOIUrl":"https://doi.org/10.29173/CMPLCT9222","url":null,"abstract":"Online courseware and social networking have dramatically changed the way students and educators learn and think about learning and scholarly communication. With a transdisciplinary ecological focus on educational research, this article incorporates research in chaos and complexity theories, sociology, and philosophy to address research questions in relation to social networks and human ecological complexity. This article subsequently contends that curriculum theory is deeply impacted by social networks--which draw attention to human ecological complexity in teaching and learning—and that curriculum theory is in a unique position to integrate chaos and complexity theories which help to recreate the ontological and epistemological frameworks needed to respond to social networks.","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":"83844644","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 aim of this article is to open a conversation between the complexity & education community and the field of interdisciplinarity (as well as its close relative, interprofessionalism). It starts by describing two very different streams of thought in the literature on interdisciplinary research and education: One that focuses on the socio-cultural dynamics among disciplinary ‘knowers’ and one that emphasizes the complexity of the phenomena studied by these disciplinary knowers. Next, the author argues that recent epistemological thinking associated with the complexity & education community can help to integrate these streams of thought—offering a way for interdisciplinary inquiry to respect both the complexity of knowers and the complexity of the known.
{"title":"The Complexities of Interdisciplinarity: Integrating Two Different Perspectives on Interdisciplinary Research and Education","authors":"Angus McMurtry","doi":"10.29173/CMPLCT8926","DOIUrl":"https://doi.org/10.29173/CMPLCT8926","url":null,"abstract":"The aim of this article is to open a conversation between the complexity & education community and the field of interdisciplinarity (as well as its close relative, interprofessionalism). It starts by describing two very different streams of thought in the literature on interdisciplinary research and education: One that focuses on the socio-cultural dynamics among disciplinary ‘knowers’ and one that emphasizes the complexity of the phenomena studied by these disciplinary knowers. Next, the author argues that recent epistemological thinking associated with the complexity & education community can help to integrate these streams of thought—offering a way for interdisciplinary inquiry to respect both the complexity of knowers and the complexity of the known.","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":"81240844","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}
p.p1 {margin: 0.0px 0.0px 0.0px 36.0px; text-align: justify; font: 10.0px Palatino} This article outlines preliminary criteria for establishing a complexity perspective of presencing, a process-method of generative conversation that involves sensing, seeing into and apprehending complex emergent ways of knowing and inquiry within collective contexts of learning and inquiry.
{"title":"A Complexity Perspective on Presencing","authors":"Olen Gunnlaugson","doi":"10.29173/CMPLCT9624","DOIUrl":"https://doi.org/10.29173/CMPLCT9624","url":null,"abstract":"p.p1 {margin: 0.0px 0.0px 0.0px 36.0px; text-align: justify; font: 10.0px Palatino} This article outlines preliminary criteria for establishing a complexity perspective of presencing, a process-method of generative conversation that involves sensing, seeing into and apprehending complex emergent ways of knowing and inquiry within collective contexts of learning and inquiry.","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":"88622107","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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