Transformative Learning and the Challenges of Complexity

Abstract: This paper discusses evidence that Jack Mezirow’s (1991) seminal work on transformative learning drew heavily from the precursors of complexity science without making the connection explicit, a trend still present in the transformative learning literature. The use of concepts from complexity theory and its interdisciplinary contributors can improve our understanding of transformative learning and its development.

Taking as a point of departure the diversity of writings developed around the concept of “Critical Reflection”, this paper outlines various ways to organize them beyond the traditional epistemological, theoretical and practical compartmentalizations. Through the introduction of seven principles illustrating the Paradigm of complexity (Edgar Morin), a heuristic approach is proposed to revisit one’s own look on such a field.

Educational Research in the Age of Anthropocene

This chapter explores the extent to which complexity thinking is useful for framing change-oriented educational research - particularly research with a focus on education's future. Its starting point is that the advent of the Anthropocene challenges some of education's foundational concepts, so much so that, if we want to continue to have an education system, substantial re-thinking is required. The chapter reviews the literature on future-focused education. It then looks at complexity thinking in general, and at how it is being used in educational contexts. Using this, it explores the issues this raises for how we think about research in general, and education in particular, and suggests some strategies for framing the kind of research that will be needed to support education's re-development for the age of the Anthropocene.

Complicity: An International Journal of Complexity and Education

There is now a developed and extensive literature on the implications of the ‘complexity frame of reference’ (Castellani & Hafferty, 2009) for education in general and pedagogy in particular. This includes a wide range of interesting contributions which consider how complexity can inform, inter alia, research on educational systems (Cochran-Smith et al., 2014; Radford, 2008) and theories of learning (Mercer, 2011; Fromberg, 2010), as well as work dealing with specific pedagogical domains including physical education (Atencio et al., 2014, Tan et al. 2010), clinical education and in particular the learning of clinical teams (Noel et al., 2013; Bleakley, 2010; Gonnering, 2010), and learning in relation to systems engineering (Thompson et al., 2011, Foster et al., 2001). This material has contributed considerably to my thinking about the subject matter of this essay which is not the implications of complexity for pedagogy but rather how we might develop a pedagogy OF complexity and, mo...

2014

Complexity Theory is a movement that has its beginnings in the physical sciences and mathematics. However, the understandings of this movement have led to recent developments in theories of learning and cognition. Learning is no longer seen as an act of capturing information or a process of meaning construction; learning is understood as a process of adaptation and evolution that emerges through the learner’s interactions with a dynamic and responsive environment (Davis, Sumara, & Luce-Kapler, 2000; Doll, 1993). It is important to assert here that this theory is not one that lends itself to prescriptive practices, but what it offers is insights into the nature of learning, and as such guides preparation in facilitating learning (Davis & Sumara, 2005). This paper will explore complexity theory and how it can be used to inform ALL practice.

Northwest Journal of Teacher Education