Description
Book SynopsisWhy is the education system so resistant to change? How does change in education occur? When change does happen, what does it take to make it sustainable? Social scientists, and social and education policy makers, are beginning to frame their understanding of these questions in terms of complexity theory.
Table of ContentsNotes on Contributors vii
Foreword: Complexity and knowledge systems xi
Michael A. Peters
1 Complexity Theory and the Philosophy of Education 1
Mark Mason
2 Educational Philosophy and the Challenge of Complexity Theory 16
Keith Morrison
3 What Is Complexity Theory and What Are Its Implications for Educational Change? 32
Mark Mason
4 Complexity and Education: Vital simultaneities 46
Brent Davis
5 Three Generations of Complexity Theories: Nuances and ambiguities 62
Michel Alhadeff-Jones
6 Re-reading Dewey through the Lens of Complexity Science, or: On the creative logic of education 79
Inna Semetsky
7 Foucault as Complexity Theorist: Overcoming the problems of classical philosophical analysis 91
Mark Olssen
8 Complex Systems and Educational Change: Towards a new research agenda 112
Jay L. Lemke & Nora H. Sabelli
9 Human Research and Complexity Theory 124
James Horn
10 Complexity and Truth in Educational Research 137
Mike Radford
11 ‘Knowledge Must Be Contextual’: Some possible implications of complexity and dynamic systems theories for educational research 150
Tamsin Haggis
12 Complexity and Educational Research: A critical reflection 169
Lesley Kuhn
13 Complexity and the Culture of Curriculum 181
William E. Doll
14 From Representation to Emergence: Complexity’s challenge to the epistemology of schooling 204
Deborah Osberg, Gert Biesta & Paul Cilliers
15 Educating Consciousness through Literary Experiences 218
Dennis Sumara, Rebecca Luce-Kapler & Tammy Iftody
Index 231
