Complicity: An International Journal of Complexity and Education
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A Review of ”Images of Organization,” by Gareth Morgan.
No full textA review of Images of Organization, by Gareth Morgan, 2006. Thousand Oaks, CA: Sage Publications, xv + 504 pp. ISBN 1‐412‐93979‐8. $66.95 US
Thinking in Complexity: A New Paradigm for Learning
No full textA Response to Ton Jörg’s Programmatic Vie
Revisiting Educational Research Through Morin’s Paradigm of Complexity
No full textA Response to Ton Jörg’s Programmatic Vie
Supporting Learning: An Examination of Two Teacher Development Collectives
No full textThis study examined two teacher development cases (middle/secondary school science teachers and elementary learning resource teachers) from which significant professional learning outcomes emerged. Both collectives exhibited characteristic qualities ascribed to complexity theory (e.g., self-organized; bottom‐up emergent; ambiguously bounded). This post hoc analysis provides evidence of the robustness of complexity theory and its applicability to analyzing professional development collectives. A diagrammatic representation is provided as a tool for the development and study of teacher development collectives. Recommendations are offered to researchers and teacher development facilitators to use complexity theory at the outset of their projects
Response to Fazio and Gallagher: Brought Forth in Bringing Forth. The Inter-Actions and Products of a Collective Learning System
No full textRecursive Readings: Chaos, Curriculum, and Walt Whitman in “Specimen Days”
No full textIn his 2005 postmodern novel “Specimen Days,” Michael Cunningham reads and re‐envisions
Walt Whitman’s “Leaves of Grass” through three different stories in different genres, time periods, and landscapes. Each story, however, involves a set of repeating details, including character names and attributes, locations, a curriculum (of one kind or another) of “Leaves of Grass,” and the pedagogical figure of Walt Whitman.
This article focuses on the process of reading and interpretation at work in Cunningham’s novel, modeled after Whitman’s own recursive processes in writing and editing “Leaves of Grass.”Poems, Whitman writes, “grow of circumstances, and are evolutionary” (1889/1973, p. 565). Whitman’s poems resist linearity and closure, employing contradiction as well as repetition: “Do I contradict myself? / Very well then I contradict myself, / (I am large, I contain multitudes)” (1891/1973, lines 1324‐1326). In “Specimen Days,” Cunningham also presents three visions of a non‐linear Whitman curriculum, often yielding strange and unpredictable results because of the poems’ resistance to fixed meanings. Cunningham’s recursive readings of Whitman through “Specimen Days” suggest possibilities for nonlinear interpretive practices and for viewing reading as a recursive process, a repeated search for meaning that in fact generates meaning in its iterations rather than finding it
Consciousness and Complexity in “Waking Life”
No full textRichard Linklater’s film, “Waking Life,” is a visually and philosophically surreal journey exploring theories of consciousness. Since its release in 2001, the film has developed something of a cult following online, in part because of its unusual animation technique and in part because of its philosophical content. From our perspective as humanities educators with an interest in teaching and engagement with literary art forms across a variety of media, this film offers rich material for discussion both within and beyond formal educational settings. In this paper, we remark upon the unusual animation technique and then examine the film from a complexivist perspective with a view to providing an example of how complexity theory might inform teaching and engagement with literary art, be it textual, visual, or any combination thereof
When Royalty Steps Forth: Role Drama as an Embodied Learning System
No full textThe article explores the interplay between complexity theory, performative inquiry and learning as the author shares her experience in role as a tinker in a role drama designed and facilitated by four pre‐service teachers in her drama in education course. The reader is invited to consider role drama as an embodied learning system. Using the role drama as her example, the author identifies five conditions of a complex learning system as identified by complexity in education theorists Brent Davis, Dennis Sumara, and Elaine Simmt in their 2003 article, Complexity and Collectivity: On the Emergence of a Few Ideas. The author and her conspirators in role engaged in the overthrow of the monarchy are startled when the king suddenly announces his presence. What learning emerges when the king steps forth, and the tinker, alone, is faced with saving a fledging democratic movement
