Michael T Caley
Biographic Data
| ID | 198239 |
|---|---|
| NAME | Michael T Caley |
| GIVEN NAMES | Michael T |
| FAMILY NAME | Caley |
| SIGNATURE | CALEY M T |
| AFFILIATIONS | University of Alberta |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 1 |
Commentaries on Drengson's Shifting Paradigms: Commentaries
Complementarity: A Recursive Revision Appropriate to Human Science
While complementarity has been a major force in the epistemology the physical sciences, its role in die human sciences has been metaphorical at best. We argue that this state of affairs is in large measure due to particular way complementarity has been specified: As presently specified, complementarity is incompatible with human science research, and unless it is radically transformed in its articulation, cannot play a major role human science un…
A Reply to Fisher
Dissipative Structures: New Metaphors for Becoming in Education
In today’s schools, turbulence is identified with disorder and disarray. A turbulent classroom would be seen as noisy, disorganized, and undesirable. Only recently in science has it been discovered that turbulence is also a source of order. New theories, based on the construct of “order through fluctuations,” have arisen and lead to new understanding of the emergence of creativity from turbulence both in the universe and in education. We capture …
Dissipative Structures: New Metaphors for Becoming in Education
In today’s schools, turbulence is identified with disorder and disarray. A turbulent classroom would be seen as noisy, disorganized, and undesirable. Only recently in science has it been discovered that turbulence is also a source of order. New theories, based on the construct of “order through fluctuations,” have arisen and lead to new understanding of the emergence of creativity from turbulence both in the universe and in education. We capture …
Commentaries on Drengson's Shifting Paradigms: Commentaries
Dissipative Structures: New Metaphors for Becoming in Education
In today’s schools, turbulence is identified with disorder and disarray. A turbulent classroom would be seen as noisy, disorganized, and undesirable. Only recently in science has it been discovered that turbulence is also a source of order. New theories, based on the construct of “order through fluctuations,” have arisen and lead to new understanding of the emergence of creativity from turbulence both in the universe and in education. We capture …
A Reply to Fisher
Complementarity: A Recursive Revision Appropriate to Human Science
While complementarity has been a major force in the epistemology the physical sciences, its role in die human sciences has been metaphorical at best. We argue that this state of affairs is in large measure due to particular way complementarity has been specified: As presently specified, complementarity is incompatible with human science research, and unless it is radically transformed in its articulation, cannot play a major role human science un…
Commentaries on Drengson's Shifting Paradigms: Commentaries
Psychology (3 works) · Computer Science (2 works) · Epistemology (2 works) · Mathematics education (2 works) · Philosophy (2 works) · Philosophy (2 works) · Sociology (2 works) · Action Observation and Synchronization (1 works) · Articulation (sociology (1 works) · Behavioral and Psychological Studies (1 works)