Complicity: An International Journal of Complexity and Education
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Complex Responsive Processes: An Alternative Interpretation of Knowledge, Knowing, and Understanding
No full textThis paper offers as an alternative theoretical perspective to the growing collection of commentaries on and studies of certain complex dynamical phenomena—human knowledge and knowing. Specifically, this is an introduction to another complexity‐related theoretical framework known as “complex responsive processes” (CRP). CRP draws upon certain conceptual ideas from the complexity sciences as a source domain for analogies with particular characteristics of human interaction. The central concern is for how individual and collective identities arise, how such identities are related, and how they change. In this paper, an overview of certain key conceptual ideas from the complexity sciences in relation to CRP will be reviewed to situate CRP on the larger theoretical landscape of complex dynamical phenomena. In the end, this paper will examine some implications for such a framework on the ways in which certain aspects of human knowledge and knowing might relate to contexts of pedagogy: in particular, this paper examines the place of knowledge, knowing, and understanding in terms of the CRP structure of gesture‐and‐response or “effect” as opposed to “affect.
Conversational Labyrinths and Metaphorical Journeys: A Review of “Higher Education Reconceived: A Geography of Change,” by Sherrie Reynolds and Toni Craven.
No full textA review of Higher Education Reconceived: A Geography of Change by Sherrie Reynolds and Toni Craven, 2009. Fort Worth, Texas: TCU Press, xiv + 128 pp. ISBN 0-875-65391-X. $16.95 US
Response to Dobson and Iftody: A Slacker Darkly? No Interpretation Without Intertextualization
No full textIn ‘Consciousness and Complexity in “Waking Life”,’ Teresa Dobson and Tammy Iftody argue persuasively for interpreting Richard Linklater’s film, which deploys innovative animation techniques to portray discussions of theories of consciousness, from a complexivist perspective. They demonstrate how complexity theorizing might inform interpretive practices and recommend the film as a focus for discussion in humanities education. This response concurs with much of their analysis, but suggests that there are limitations to interpretive practices that focus on a single text, and argues for an alternative approach that deliberately foregrounds intertextuality – that is, interpreting any given text in terms of other texts. Examples of intertextual readings that produce multiple and unpredictable interpretations are provided, including interpretations of Waking Life’s intertextual relations with other films by Linklater, and with other visual and literary texts
A Review of “Complex Responsive Processes in Organizations: Learning and Knowledge Creation,” by Ralph Stacey.
No full textA review of Complex Responsive Processes in Organizations: Learning and Knowledge Creation, by Ralph Stacey, 2001. London, UK: Routledge, xii + 243 pp. ISBN 0‐415‐ 24918‐8. $56.95 US
Bootstrapping a Theory of Thinking and Learning
No full textA Response to Ton Jörg’s Programmatic Vie
Lev Vygotsky as Muse to Complex Learning/Teaching
No full textA Response to Ton Jörg’s Programmatic Vie
A Review of “The Wisdom of Crowds,” by James Surowiecki.
No full textA review of The Wisdom of Crowds, by James Surowiecki, 2005. New York: Anchor Books, xxii + 306 pp. ISBN 0‐385‐72170‐6. $14.00 US