Complexity and Relations

Educational Philosophy and Theory 45 (12):1264-1275 (2013)
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Abstract

A central feature of complexity is that it is based on non-linear, recursive relations. However, in most current accounts of complexity such relations, while non-linear, are based on the reductive relations of a Newtonian onto-epistemological framework. This means that the systems that are emergent from the workings of such relations are a narrowly reduced spectrum of complex systems. It is argued that John Dewey’s trans-actional relations, relations that are characterized by an irreducible internal distinction, can function as an exemplar of the less reductive relations seen in living complex systems. Conceptualizing complex relations and complex systems in a less reductive way allows indeterminate concepts such as epistemological limits and the generative production of meaning, which are inextricably linked, to be considered. Methodologically, such lessened reduction highlights functional systems, revealing aspects of the biopsychosocial human ‘complex system of complex systems’ that are hidden from view in a Newtonian framework.

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Citations of this work

Systems beings: Educating for a complex world.Derek Gladwin & Naoko Ellis - 2024 - Educational Philosophy and Theory 56 (7):683-695.
Why co-present groups? Affective processing to produce meaningfulness.Jeanette Lancaster - 2024 - Educational Philosophy and Theory 56 (5):488-495.

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References found in this work

Philosophical arguments.Charles Taylor - 1995 - Cambridge: Harvard University Press.
The reflex arc concept in psychology.John Dewey - 1896 - Psychological Review 3:357-370.
The Reflex Arc Concept in Psychology.J. Dewey - 1896 - Philosophical Review 5:649.
Knowing and the Known.Max Black, John Dewey & Arthur J. Bentley - 1950 - Philosophical Review 59 (2):269.

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