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‘Knowledge Must Be Contextual’: Some Possible Implications of Complexity and Dynamic Systems Theories for Educational Research
In Mark Mason (ed.), Complexity Theory and the Philosophy of Education. Malden, MA: Wiley-Blackwell. pp. 150–168 (2008)
Abstract
This chapter contains sections titled: How is the Combining of Qualitative/Quantitative Methods to be Understood? ‘Critical Connections’? Problems Conceptualising and Researching Difference, Specificity and Context Complexity Theory: Redefining Order (and Chaos)? A Complexity‐Based Ontology Conceptualising Difference, Specificity and Context Conclusion Notes References.
combining of qualitative/quantitative methods ‐ to be understood ‘knowledge must be contextual’ critical connections' ‘recurrent discussions about relationship between qualitative and quantitative work’ prevailing epistemologies ‐ similarity categories, key factors, and deep structure problems conceptualising and researching difference, specificity and context complexity theory ‐ redefining order (and chaos)? complexity‐based ontology conceptualising difference, specificity and context
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