Complicity-An International Journal of Complexity and Education最新文献_第5页

Reconceptualizing Dominant Discourses in Early Childhood Education: Exploring "Readiness" as an Active-Ethical-Relation. 重新定义幼儿教育中的主导话语:探索“准备”作为一种积极的伦理关系。

Complicity-An International Journal of Complexity and Education Pub Date : 2015-03-03 DOI: 10.29173/CMPLCT23144

K. Evans

{"title":"Reconceptualizing Dominant Discourses in Early Childhood Education: Exploring \"Readiness\" as an Active-Ethical-Relation.","authors":"K. Evans","doi":"10.29173/CMPLCT23144","DOIUrl":"https://doi.org/10.29173/CMPLCT23144","url":null,"abstract":"This paper considers that the landscape of early childhood education in England is dominated by discourses of 'readiness-for-school' and 'readiness-for-learning’ that act to heavily stratify the educational spaces inhabited by young children. The 'ready-child' is constructed as a normative identity towards which the ‘unready’ child is expected to progress. The confinement of children within such predetermined subject positions is considered problematic, as inevitably not all children will achieve these normative ideals, resulting in their exclusion from positions of 'success', as defined by dominant educational narratives. In response to these concerns, this article seeks to disrupt dominant conceptualizations of 'readiness' in the context of early childhood education, attempting to produce a rupture in the educational landscape, expanding space for alternative ideas, theories and practices. In a deliberate move away from concepts that relate 'readiness' to predefined goals, outcomes and identities, this article explores the possibility of thinking with a complex logic in order to generate new ideas, understandings and practices. Approaching complexity from the ‘outside-in’, this paper draws in particular on the concept of 'becoming' (Deleuze & Guattari, 1987), exploring 'readiness' as a complex process of emergence, always open to the unpredictable and the new. It is argued that ‘readiness’ is part of an open-ended ‘becoming’, rather than a pre-defined ‘state’. Drawing on the work of Deleuze (1983), Deleuze and Guattari (1987) and Dewey (1899/2010; 1916), this reconceptualized idea of 'readiness' does not hark back to romantic notions that might consider all forms of development equally valid or desirable. This paper argues, instead, that it matters greatly what and how children ‘become’ and as such, ‘readiness’ for these emergent ‘becomings’ must be considered an ethical and political endeavor.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79857251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Collaborative Educational Leadership: The Emergence of Human Interactional Sense-Making Process as a Complex System 协作式教育领导:作为一个复杂系统的人类互动意义形成过程的出现

Complicity-An International Journal of Complexity and Education Pub Date : 2014-08-24 DOI: 10.29173/CMPLCT22978

Aini-Kristiina Jäppinen

{"title":"Collaborative Educational Leadership: The Emergence of Human Interactional Sense-Making Process as a Complex System","authors":"Aini-Kristiina Jäppinen","doi":"10.29173/CMPLCT22978","DOIUrl":"https://doi.org/10.29173/CMPLCT22978","url":null,"abstract":"The article aims at explicating the emergence of human interactional sense‐making process within educational leadership as a complex system. The kind of leadership is understood as a holistic entity called collaborative leadership. There, sense‐making emerges across interdependent domains, called attributes of collaborative leadership. The attributes give rise to the complex system. They are suggested to be the very agents, i.e. both the source and the outcome of the synergetic sense‐making process. Hence, the agents are not the single persons involved who, however, supply the collective attributes that are modified through human interaction in a holistic way. For studying the emergence process in reality, a long‐term development process within an educational executive team was exploited. The team aimed at co‐creating novel leadership thinking and working practices for its new unit after a merger of separated schools. The emergent sense‐making process was examined through such agent‐attributes that were identified as attractors within the complex system. Moreover, it is argued that illuminating the complex system of collaborative leadership, this can help other leadership teams to better understand their own sense‐making processes in the increasingly complex settings of today.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83407382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 18

Editorial: Expanding the Gene Pool 社论:扩大基因库

Complicity-An International Journal of Complexity and Education Pub Date : 2014-08-24 DOI: 10.29173/CMPLCT22977

Bernard P. Ricca

引用次数: 0

A review of Melanie Mitchell’s MOOC “Introduction to Complexity” Melanie Mitchell的MOOC课程《复杂性入门》综述

Complicity-An International Journal of Complexity and Education Pub Date : 2014-08-24 DOI: 10.29173/CMPLCT22980

Michelle E. Jordan

引用次数: 0

Thoughts on a Pedagogy OF Complexity. 关于复杂性教育学的思考。

Complicity-An International Journal of Complexity and Education Pub Date : 2014-08-21 DOI: 10.29173/CMPLCT22963

D. Byrne

{"title":"Thoughts on a Pedagogy OF Complexity.","authors":"D. Byrne","doi":"10.29173/CMPLCT22963","DOIUrl":"https://doi.org/10.29173/CMPLCT22963","url":null,"abstract":"There is now a developed and extensive literature on the implications of the ‘complexity frame of reference’ (Castellani & Hafferty, 2009) for education in general and pedagogy in particular. This includes a wide range of interesting contributions which consider how complexity can inform, inter alia, research on educational systems (Cochran-Smith et al., 2014; Radford, 2008) and theories of learning (Mercer, 2011; Fromberg, 2010), as well as work dealing with specific pedagogical domains including physical education (Atencio et al., 2014, Tan et al. 2010), clinical education and in particular the learning of clinical teams (Noel et al., 2013; Bleakley, 2010; Gonnering, 2010), and learning in relation to systems engineering (Thompson et al., 2011, Foster et al., 2001). This material has contributed considerably to my thinking about the subject matter of this essay which is not the implications of complexity for pedagogy but rather how we might develop a pedagogy OF complexity and, more specifically, a pedagogy of what Morin (2008) has called ‘general’ (as opposed to ‘restricted’) complexity. In other words how should we teach the complexity frame of reference to students at all appropriate educational levels?","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78066637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 18

The Good, the Bad and the Ugly? The Dynamic Interplay between Educational Practice, Policy and Research. 好，坏，丑?教育实践、政策和研究之间的动态相互作用。

Complicity-An International Journal of Complexity and Education Pub Date : 2014-08-21 DOI: 10.29173/CMPLCT22962

P. Geert, Henderien W. Steenbeek

{"title":"The Good, the Bad and the Ugly? The Dynamic Interplay between Educational Practice, Policy and Research.","authors":"P. Geert, Henderien W. Steenbeek","doi":"10.29173/CMPLCT22962","DOIUrl":"https://doi.org/10.29173/CMPLCT22962","url":null,"abstract":"The notion of complexity — as in “education is a complex system” — has two different meanings. On the one hand, there is the epistemic connotation, with “Complex” meaning “difficult to understand, hard to control”. On the other hand, complex has a technical meaning, referring to systems composed of many interacting components, the interactions of which lead to self organization and emergence. For agents, participating in a complex system such as education, it is important that they can reduce the epistemic complexity of the system, in order to allow them to understand the system, to accomplish their goals and to evaluate the results of their activities. We argue that understanding, accomplishing and evaluation requires the creation of simplex systems, which are praxis-based forms of representing complexity. Agents participating in the complex system may have different kinds of simplex systems governing their understanding and praxis. In this article, we focus on three communities of agents in education — educators, researchers and policymakers — and discuss characteristic features of their simplex systems. In particular, we focus on the simplex system of educational researchers, and we discuss interactions — including conflicts or incompatibilities — between their simplex systems and those of educators and policymakers. By making some of the underlying features of the educational researchers’ simplex systems more explicit – including the underlying notion of causality and the use of variability as a source of knowledge — we hope to contribute to clarifying some of the hidden conflicts between simplex systems of the communities participating in the complex system of education.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77379822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 38

Remembering Sherrie Reynolds 纪念雪莉·雷诺兹

Complicity-An International Journal of Complexity and Education Pub Date : 2014-08-21 DOI: 10.29173/CMPLCT22966

M. F. Huckaby

引用次数: 0

Bifurcation and Hysteresis Effects in Student Performance: The Signature of Complexity and Chaos in Educational Research 学生成绩的分岔与滞后效应:教育研究的复杂性与混沌特征

Complicity-An International Journal of Complexity and Education Pub Date : 2014-08-21 DOI: 10.29173/CMPLCT22964

D. Stamovlasis

引用次数: 5

Toward a Common Structure in Demographic Educational Modeling and Simulation: A Complex Systems Approach 迈向人口教育建模与模拟的共同结构:复杂系统方法

Complicity-An International Journal of Complexity and Education Pub Date : 2014-08-21 DOI: 10.29173/CMPLCT22965

Porfirio Guevara-Chaves

{"title":"Toward a Common Structure in Demographic Educational Modeling and Simulation: A Complex Systems Approach","authors":"Porfirio Guevara-Chaves","doi":"10.29173/CMPLCT22965","DOIUrl":"https://doi.org/10.29173/CMPLCT22965","url":null,"abstract":"This article identifies elements and connections that seem to be relevant to explain persistent aggregate behavioral patterns in educational systems when using complex dynamical systems modeling and simulation approaches. Several studies have shown what factors are at play in educational fields, but confusion still remains about the underlying mechanisms driving observed outcomes and therefore more guidance is needed. The framework suggested here throws some ideas in that direction stressing the relevance of nonlinear complex interactions via feedbacks between education systems’ transition rates ─ intake, repetition, dropout, and promotion ─ and schooling outcomes. Schooling outcomes reciprocally influence transition rates in the system generating aggregate patterns that continuously change (and are changed by) the inputs that endogenously determine them. Furthermore, this paper underscores practical and theoretical limitations of traditional quantitative models that can be addressed with a complex systems analysis and suggests future lines of investigation. Specifically, this article advocates a complexity approach ruled by the laws of thermodynamics to help detect corrupt practices in education systems and improve accountability and governance in such systems.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89372756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Reducing the Complexity Gap: Expanding the Period of Human Nurturance 缩小复杂性差距:延长人类培育期

Complicity-An International Journal of Complexity and Education Pub Date : 2014-08-21 DOI: 10.29173/CMPLCT22961

L. Kiel

引用次数: 1