GDL

Journal from gdlhub / 2017-08-14 11:54:36
Oleh : T. J¨ org ,B.Davis , G. Nickmans , ELSEVIER (a.g.d.jorg@ivlos.uu.nl (T. J¨ org), goele.nickmans@ped.kuleuven.be (G. Nickmans))
Dibuat : 2010-08-30, dengan 1 file

Keyword : Towards a new, complexity science ,learning ,education

The nature of the relationship between theory and practice has been subject for discussion for many years.Several participants in this ongoing discourse urge that theory should be able to guide and inform practice and should offer solutions for problems that arise in daily practice. This implies that science should incorporate a theory of change in order to deal with the many problems that arise in our everyday lives, certainly now we seem to find ourselves in a rapidly evolving, evermore complicated reality. In this position paper we argue that the field


of learning and education is in a crisis and that the current paradigms in educational science are unable to ade-


quately resolve the problems that are encountered in pedagogical practice. We believe that a profound understanding of pedagogical reality is necessary in order to have the ability to make recommendations for a transformation –improvement – of this reality. Present paradigms in the field of education are based on physicalism or linearity thinking, they neglect the inherent complexity of educational reality and therefore are not able to develop an in-depth understanding of this reality. To overcome this crisis in education, a first necessary step is to acknowledge the crisis and to recognize that an adequate theory of learning and education should take the complexity of reality into account. We argue that a theory of complexity needs to be developed, a new paradigm for education that can grasp the complex processes of learning. Characteristics of this complexivist frame are a focus on the transphe-nomenal resulting in a transdisciplinary and interdiscursive approach, an orientation towards self-organisation and


potentiality instead of pre-specified ends and an incorporation of a theory of change. Such a complexity approach involves a rethinking of modes of inquiry, a new lexicon and assessment practices that are geared to the complexity paradigm.

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