Complicity: An International Journal of Complexity and Education
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A review of "Complexity and Education: Inquiries into Learning, Teaching, and Research" by Brent Davis and Dennis Sumara, 2006
No full textBrought-Forth Possibilities for Attentiveness in the Mathematics Classroom
No full textA Response to Elizabeth Mowat & Brent Davi
In the Flesh: Living Growing Conceptual Domains in a Geometry Lesson
No full textA Response to Elizabeth Mowat & Brent Davi
Between Chaos and Entropy: Community of Inquiry from a Systems Perspective
No full textThis paper considers the psychosocial and cognitive dynamics of an educational community of inquiry as an inquiring system. It identifies seven characteristics of social systems dedicated to inquiry that are open (as opposed to “control” systems)—autopoiesis, teleology, feedback, noise, redundancy, ambiguous control, and system “event”—and traces their function in the ongoing reconstruction of argument that collective, dialogical inquiry entails. The paper also analyzes the process of group inquiry from a dialectical perspective, interpreting conceptual and argumentation system development as a continuously emergent process of reorganization, which makes its way through the ongoing resolution of the oppositions and contradictions it encounters, resulting in greater organizational complexity and clarity. Rather than maintaining homeostatic stability by rejecting or resisting noise, it develops through accepting and incorporating it in the interest of dialectical emergence. The role of a facilitator in such a system is to provide both positive and negative feedback, navigating between system entropy and system chaos. Finally, the autopoietic inquiring system is offered as one exemplar of the “ideal speech situation,” which requires that all its members have equal opportunity to participate in and contribute to system emergence, free from internal constraints or external coercion. This implies the need for a pedagogy that not only develops communicative competence, but which models a form of argumentation that understands itself as a collective project of ongoing reconstruction—with the major goal of agreement arrived at through open, free communication
Leadership and Complexity: Implications for Practice within the Advisement Leadership Bodies at Colleges and Universities
No full textAs academic advising has become more central to the work of universities and colleges, especially in relation to retention and graduation, efforts are being made to improve collaboration among different advising groups within these institutions. These efforts, at a number of campuses, include the emergence of training programs and institution level leadership bodies that oversee advising processes. Many of these efforts, however, are based on older paradigms of leadership and strategy. This article proposes a new model for guiding the work of these bodies based on more recent thinking that has emerged from the fields of leadership studies and chaos and complexity science as they relate to human behavior
Cheonggyecheon: Streaming Currere
No full textIn this paper I share my personal journey into rhizomatic thinking. Here I illustrate how a rhizome opened new possibilites to my previously confusing learning process. As a vehicle I ask the question, when considering the pedagogical nature of place, how does the new facilitate currere? I am also taking the opportunity to write in a way that is new and unfamiliar to me because the conventional and acceptable have been unable to help me understand the meanings I am seeking. I felt uninspired among traditional styles of academic writing until I encountered the doctoral thesis of Warren Sellers where another way of seeing and writing is explored. This generative experience gave me the momentum to link past learnings in new rhizomatic ways and begin a discussion within this journal about how place and pedagogy connect. My visit to Cheonggyecheon Stream in Seoul provided me the place and my reading of the texts of Warren Sellers, Noel Gough, Chaim Soutine, Margaret Sommerville and Lloyd Rees gave me examples of others who have searched. As I remember my physical experience of this new place, the stream becomes the search, the bridges spanning it, the new understandings and scattered along the banks, the rhizomes grow. A new place facilitates currere. This journal provides a forum where possibilities are viewed as exciting (Doll, 2009, p. 71). Tentative steps into new spaces are welcomed. Above all, conversation oils the machine, here I can share my thoughts with others who are exploring learning in diverse ways and from non linear perspectives
