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Complexity and education : = inquiri...

Sumara, Dennis J., (1958-)

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Complexity and education : = inquiries into learning, teaching, and research /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Complexity and education :/ Brent Davis, Dennis Sumara.
其他題名:	inquiries into learning, teaching, and research /
作者:	Davis, Brent.
其他作者:	Sumara, Dennis J.,
出版者:	Mahwah, N.J. :Lawrence Erlbaum Associates, : 2006.,
面頁冊數:	xii, 202 p. :ill. ;24 cm.
內容註:	Complexity thinking. What is "complexity"? ; What is "science"? ; The shape of complexity ; The network of complexity -- Complexity thinking, education, and educational inquiry. Descriptive complexity research : qualities of learning systems ; Descriptive complexity research : level-jumping ; Pragmatic complexity research : conditions of emergence ; Pragmatic complexity research : vital simultaneities.
標題:	Education - Research. -
電子資源:	http://www.loc.gov/catdir/enhancements/fy0704/2006006883-t.htmlhttp://www.loc.gov/catdir/enhancements/fy0704/2006006883-t.html
電子資源:	http://www.loc.gov/catdir/enhancements/fy0704/2006006883-d.htmlhttp://www.loc.gov/catdir/enhancements/fy0704/2006006883-d.html
ISBN:	0805859349 (alk. paper) :

Complexity and education : = inquiries into learning, teaching, and research /
Davis, Brent.

Complexity and education :inquiries into learning, teaching, and research /Brent Davis, Dennis Sumara. - Mahwah, N.J. :Lawrence Erlbaum Associates,2006. - xii, 202 p. :ill. ;24 cm.

Includes bibliographical references (p. 171-192) and indexes.

Complexity thinking. What is "complexity"? ; What is "science"? ; The shape of complexity ; The network of complexity -- Complexity thinking, education, and educational inquiry. Descriptive complexity research : qualities of learning systems ; Descriptive complexity research : level-jumping ; Pragmatic complexity research : conditions of emergence ; Pragmatic complexity research : vital simultaneities.

This book explores the contributions, actual and potential, of complexity thinking to educational research and practice. While its focus is on the theoretical premises and the methodology, not specific applications, the aim is pragmatic--to present complexity thinking as an important and appropriate attitude for educators and educational researchers. Part I is concerned with global issues around complexity thinking, as read through an educational lens. Part II cites a diversity of practices and studies that are either explicitly informed by or that might be aligned with complexity research, and offers focused and practiced advice for structuring projects in ways that are consistent with complexity thinking. Complexity thinking offers a powerful alternative to the linear, reductionist approaches to inquiry that have dominated the sciences for hundreds of years and educational research for more than a century. It has captured the attention of many researchers whose studies reach across traditional disciplinary boundaries to investigate phenomena such as: How does the brain work? What is consciousness? What is intelligence? What is the role of emergent technologies in shaping personalities and possibilities? How do social collectives work? What is knowledge? Complexity research posits that a deep similarity among these phenomena is that each points toward some sort of system that learns. The authors' intent is not to offer a complete account of the relevance of complexity thinking to education, not to prescribe and delimit, but to challenge readers to examine their own assumptions and theoretical commitments--whether anchored by commonsense, classical thought or any of the posts (such as postmodernism, poststructuralism, postcolonialism, postpositivism, postformalism, postepistemology) that mark the edges of current discursive possibility.

ISBN: 0805859349 (alk. paper) :UK44.99

LCCN: 2006006883Subjects--Topical Terms:

519195
Education
--Research.

LC Class. No.: LB1028 / .D345 2006

Dewey Class. No.: 370.7/2

Complexity and education : = inquiries into learning, teaching, and research /
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520 $a This book explores the contributions, actual and potential, of complexity thinking to educational research and practice. While its focus is on the theoretical premises and the methodology, not specific applications, the aim is pragmatic--to present complexity thinking as an important and appropriate attitude for educators and educational researchers. Part I is concerned with global issues around complexity thinking, as read through an educational lens. Part II cites a diversity of practices and studies that are either explicitly informed by or that might be aligned with complexity research, and offers focused and practiced advice for structuring projects in ways that are consistent with complexity thinking. Complexity thinking offers a powerful alternative to the linear, reductionist approaches to inquiry that have dominated the sciences for hundreds of years and educational research for more than a century. It has captured the attention of many researchers whose studies reach across traditional disciplinary boundaries to investigate phenomena such as: How does the brain work? What is consciousness? What is intelligence? What is the role of emergent technologies in shaping personalities and possibilities? How do social collectives work? What is knowledge? Complexity research posits that a deep similarity among these phenomena is that each points toward some sort of system that learns. The authors' intent is not to offer a complete account of the relevance of complexity thinking to education, not to prescribe and delimit, but to challenge readers to examine their own assumptions and theoretical commitments--whether anchored by commonsense, classical thought or any of the posts (such as postmodernism, poststructuralism, postcolonialism, postpositivism, postformalism, postepistemology) that mark the edges of current discursive possibility.
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