Educational Philosophy and the Challenge of Complexity Theory

Autor/in	Morrison, Keith
Titel	Educational Philosophy and the Challenge of Complexity Theory
Quelle	In: Educational Philosophy and Theory, 40 (2008) 1, S.19-34 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2007.00394.x
Schlagwörter	Stellungnahme; Educational Research; Educational Philosophy; Ethics; Models; Values + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Bildungsphilosophie; Erziehungsphilosophie; Ethik; Analogiemodell; Wertbegriff
Abstract	Complexity theory challenges educational philosophy to reconsider accepted paradigms of teaching, learning and educational research. However, though attractive, not least because of its critique of positivism, its affinity to Dewey and Habermas, and its arguments for openness, diversity, relationships, agency and creativity, the theory is not without its difficulties. These are seen to lie in terms of complexity theory's nature, status, methodology, utility and contribution to the philosophy of education, being a descriptive theory that is easily misunderstood as a prescriptive theory, silent on key issues of values and ethics that educational philosophy should embrace, of questionable internal consistency, and of limited "added value" in educational philosophy. The paper sets out key tenets of complexity theory and argues that, though it is useful for educational philosophy, it requires new conceptual tools and mind-sets to comprehend fully its significance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10