Complexity and Education: Vital simultaneities

Educational Philosophy and Theory 40 (1):50-65 (2008)
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Abstract

This article explores the place of complexity science within education and educational research. The discussion begins with the suggestion that educational research has a history of adopting interpretive frames from other domains with little adaptation. Complexity science is argued to compel a different sort of positioning, one that requires accommodation and participation rather than unproblematized assimilation and application. The argument is developed by considering the following simultaneities in education (and) research: knower and knowledge; transphenomenality; transdisciplinarity; interdiscursivity; descriptive and pragmatic insights; representation and presentation; affect and effect; and education and research.

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Contingency, Irony, and Solidarity.Richard Rorty - 1989 - New York: Cambridge University Press.
Truth and Method.H. G. Gadamer - 1975 - Journal of Aesthetics and Art Criticism 36 (4):487-490.
Writing and difference.Jacques Derrida - 1978 - Chicago: University of Chicago Press.
EPZ Truth and Method.Hans Georg Gadamer, Joel Weinsheimer & Donald G. Marshall - 2004 - New York: Bloomsbury Academic. Edited by Joel Weinsheimer & Donald G. Marshall.

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