Complexity and Educational Research
A critical reflection
Bibliographic Data
| ID | 8856502 |
|---|---|
| Authors | Lesley Kuhn (Western Sydney University, corresponding author) |
| Year | 2008 |
| Volume | 40 |
| Issue | 1 |
| Pages | 177-189 |
| Publication date | 2008-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1111/j.1469-5812.2007.00398.x |
| OpenAlex | W2082208630 |
| Language | EN |
| Citations received | 13 |
| References cited | 14 |
Judgements concerning proper or appropriate educational endeavour, methods of investigation and philosophising about education necessarily implicate perspectives, values, assumptions and beliefs. In recent years ideas from the complexity sciences have been utilised in many domains including psychology, economics, architecture, social science and education. This paper addresses questions concerning the appropriateness of utilising complexity science in educational research as well as issues relating to the ways in which complexity might be engaged. I suggest that, just like all human endeavour, approaches to research emerge out of discursive communities and can be understood as self‐organising, dynamic and emergent over time. In this formulation, complexity represents one such newly emergent approach. I argue that it is important that researchers partake in critical and reflective discourse about the nature of education and conceptual frameworks, as well as about impacts and legacies of utilising complexity, so as to participate in and influence the ongoing emergence of educational endeavour. I conclude by suggesting a series of caveats for researchers considering using complexity in educational research
Complexity science · Critical reflection · Educational research · Engineering ethics · Epistemology · Management science · Pedagogy · Social science · Sociology · Chaos, Complexity, and Education · Cognitive Science and Mapping · Complex Systems and Decision Making
Rethinking the assessment of the quality of teacher reflection by validating an innovative vignette-based instrument and an analytic coding scheme
Examining academics’ changing approaches to teaching in response to the pandemic disruption
Reconstructing professional identity through collaboration in pluralistic approaches
Reframing teacher education
Complexity-based quality indicators for human and social capital in science and research
Cultivating Political Efficacy
Complexity theory
Human and Social Capital Management Based on Complexity Paradigm
Development as a complex process of change
Conceptualizing distributive justice in education
The Complexities of Teaching the Complex
Rethinking future uncertainty in the shadow of Covid 19
Systems beings
| Citations per year | 0.76 |
|---|---|
| Citation span | 2009 - 2025 (17) |
| Highly cited | No |