Refurbishing learning via complexity theory
Introduction
Bibliographic Data
| ID | 8858279 |
|---|---|
| Authors | Paul Hager (0000-0001-5186-2776, University of Technology Sydney, Sydney, New South Wales, Australia), David Beckett (0000-0002-2187-3834, University of Melbourne, Melbourne, Victoria, Australia, corresponding author) |
| Year | 2022 |
| Volume | 56 |
| Issue | 5 |
| Pages | 407-419 |
| Publication date | 2022-08-05 |
| 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 | 10.1080/00131857.2022.2105696 |
| OpenAlex | W4295155879 |
| Language | EN |
| Citations received | 10 |
| References cited | 3 |
This Special Issue addresses a range of educational issues linked to main themes from our 2019 book The Emergence of Complexity: Rethinking Education as a Social Science. This book elaborated two major theses that raise fundamental questions for philosophy of education. First, that learning by groups is typically a distinctive kind of learning that is not reducible to learning by individuals. Second, that a degree of holism, as against a focus on individuals, is essential for achieving a convincing understanding of this distinctive type of group learning. These two theses are of direct interest to philosophy of education since they challenges the resources of received theories of learning. Yet this kind of group learning characterises the vast bulk of human learning situations that occur outside of formal education systems.In this Special Issue introductory article we, firstly, introduce some basic principles of complexity theory, and demonstrate that, together with the concept of a ‘co-present group’ (between 2 and about 12 individuals), these ideas offer develop novel understandings of the distinctive learning that occurs within such groups. Secondly, we outline and illustrate with further examples the main features of co-present groups. Thirdly, we consolidate our conceptual work by showing five ways in which our account of group learning serves to refurbish the concept of ‘learning’
Cognitive science · Concept learning · Education theory · Epistemology · Experiential learning · Higher education · Holism · Learning Sciences · Learning theory · Mathematics education · Pedagogy · Philosophy of education · Political science · Sociology · Critical Realism in Sociology · Educational and Psychological Assessments · Epistemology, Ethics, and Metaphysics · Philosophy · Psychology
Authentic and simulated project-based learning to improve students’ employability skills and their translator competence
Exploring the perceptions of lecturers and final year students about the infusion of inclusion in initial teacher education programmes in South Africa
Building aspiring teachers' capabilities, professional and skill development
Refurbishing learning via complexity theory
Lessons from pragmatism
Breaking Bloom’s
What is your intention? Tacit knowledge and community-based learning for collision avoidance in the global maritime industry
A systematic review of facilitators and barriers to school staff development projects using the Consolidated Framework for Implementation Research
Forget complexity, but not its reach
Complexity theory and learning
| Citations per year | 2.5 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |