Download Complexity Theory and the Philosophy of Education by Mark Mason PDF

By Mark Mason

A suite of scholarly essays, Complexity idea and the Philosophy of schooling offers an available theoretical advent to the subject of complexity idea whereas contemplating its broader implications for tutorial change.Explains the contributions of complexity conception to philosophy of schooling, curriculum, and academic researchBrings jointly new study by way of a world workforce of contributorsDebates matters starting from the tradition of curriculum, to the results of labor of key philosophers reminiscent of Foucault and John Dewey for academic changeDemonstrates how social scientists and social and schooling coverage makers are drawing on complexity conception to respond to questions equivalent to: why is it that schooling decision-makers are so proof against swap; how does switch in schooling take place; and what does it take to make those alterations sustainable?Considers adjustments in use of complexity conception; constructed largely within the fields of physics, biology, chemistry, and economics, and now being utilized extra commonly to the social sciences and to the research of schooling

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Extra resources for Complexity Theory and the Philosophy of Education (Educational Philosophy and Theory Special Issues)

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It is in this sense that seemingly trivial accidents of history may increase dramatically in significance when their interactions with other apparently minute events combine to produce significant redirections in the course of history, significant shifts in the prevailing balance of power. A theory oriented towards reduction in search of the ultimate particle, the essential generative element or concept that gives rise to all other phenomena in the field, is certainly useful where such a primary generative source exists.

How, and why, should schools be developed as complex adaptive systems? What is a connected, shared and collective mind? With regard to pedagogy, questions are raised such as: What is the relationship between cooperation and competition in education (survival requires both in complexity theory)? How can diversity be amplified while building sufficient commonality for interaction? How can, and should, emergence and self-organization be promoted in education and through interaction? What kind of emergent forms are preferred over others, and how can these be justified?

They were wrestling with local issues, in clearly defined fields: how ant colonies learn to forage and build nests; why industrial neighbourhoods form along class lines; how our minds learn to recognise faces ... Keller and Segel saw [patterns of self-organization] in slime mould assemblages; Jane Jacobs saw it in the formation of city neighbourhoods; Marvin Minsky in the distributed networks of the human brain ... In the simplest terms, [these systems] solve problems by drawing on masses of relatively stupid elements, rather than a single, intelligent, ‘executive branch’.

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