Complexity and Education

7/28/2019 Complexity and Education

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Kristopher Wells([email protected])

&

Andrew Breckenridge([email protected])

University of Alberta

Complexity

and Education:From Theory To Practice

and Back Again


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Complexity and Education

US Department of Education Report(Sanders & McCabe, 2003)

Emerging Trends

Uses of Complexity Science

Emphasis on the need to move beyond areductionistic paradigm

Cite the importance of complexity and anested systems-thinking approach to help lead

and organize 21st

Century organizations Explore the implications for the use ofcomplexity science in understanding thecomplexities of the educational system


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Complexity in Government

US Department of Defense

Network Centric Warfare

-Robust self-forming networks based

on linked information-decision-action-networks

Advanced Research Projects Agency

- non-linear generation of ideas


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Complexity in Education

Center for Connected Learning & Computer-based Modeling

Chaos & Complexity ARA Special Interest

Group

National Science Foundation

- Report: Complex systems & education: Cognitive

learning and pedagogical perspectives

Authors identify the need to create a newframework for transforming education in theUnited States


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Theoretical orientation

reconceptualization of education from acomplicated to a complex and emergent process(Davis, 2004; Davis, Sumara, & Kapler, 2000; Doll, 1993)

transformative potential that complexivist

principles can offer to educational research andpractice

Complexity and Education

Conceptual lens

complexity is already present in classrooms

how might we prompt educators to enactcomplexivist principles in their currentpedagogical practices & researchengagements


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Collectivity in Action:

Complexity & EducationWebsite

www.complexityandeducation.ca


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Complexity in the Classroom:Building a web(site)

A collaborative effort

As class project we collaboratively built the websitewww.complexityandeducation.ca

The website was built with the intention of providinga meeting space for educators who are orientedtowards or informed by complexity science

Working group was established and studentsregularly met and, with the professor, discussed thedirection and potential content of the website

Decisions were always brought before the group sothat they could be discussed


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Engaging the work

Each contributing author took up a taskranging from the coordination of areas such asthe glossary to the writing of summaries forvarious learning methodologies

All contributors also participated in thedevelopment of large projects such as theannotated bibliography and the glossary

The completion of the glossary also entailedcomprehensive collaboration between authorsas the terms were regularly debated, revised

and edited by the group


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Working together: A collaboration of peers

- Everyone made initial contributions

Finding fertile soil: Building on thefoundations of others

- The websites provided a means by which theweb of complexity theory and education could beexpanded

Managing the initial development

- The initial development was significantly fasterthan anticipated and many more sites existedthan initially thought

Good roots create a lifetime of growth

- Many people continue to refer sites

Constructing the Webliography


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Completing the web(site)

After each portion of the website was

completed it was submitted to the the groupfor review and, upon consensus, wasincorporated into the website

The individuals responsible for specific areasof the website remain active in themaintenance/growth of their contributions

Educators continue to provide feedback tohelp the website evolve to meet their

pedagogical and research needs


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Safe & Caring Schools ina Complex World:

A Guide for TeachersAlberta Teachers Association &The Society for Safe and Caring

Schools and Communities(SACSC)


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Comprehensive violence prevention initiative

designed to model and foster sociallyresponsible and respectful behaviors, so thatlearning and teaching can take place in a safe,caring, and inclusive environment

SACSC Philosophy

Complexity Booklet

Challenge traditional theories of learning

- Conceptualize the brain as ecosystem,rather than computer or empty vessel

Develop a complexivist framework to helpreorient understandings of the learner,teacher, and classroom as part of a nested

system


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fire & wire patterns of behaviours

learning is associative & rooted in experience

reinforce proactive & engaged approaches tolearning

move away from understandings ofclassroom management, best practices, andzero-tolerance approaches

building resiliency & plasticity diverse experiences create the opportunity foran increased flexibility of response

Complexity of Bullying


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Prompting ComplexityInternal Diversity

Internal RedundancyNeighbouring Interactions

Enabling Constraints

Decentralized Control

(Davis, 2004; Davis & Simmt, 2003)


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Complexity & Current Issues in Education

knowledge is relational

The issue is not where knowledge islocated, but what counts as knowledge

we are our experiences

the need for mindful and engagingeducational experiences can lead to the riseof an intelligent classroom/collective

Knowledge Now Knowing is doing

Engaging Interest Knowing is being


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Experiential Learning/Skill Practice Knowing isbecoming

individual competency is necessary for theemergence of complex possibilities

need for diversity among a systems/classroomsagents

New Knowledge, Skills and Attitudes Knowing is belonging

decentralized control and neighboring

interactions help to open up spaces wherestudents can feel they fit into a grander unity

students who feel that they belong will beresponsible to/for one another and become

more capable of ambitious learning


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Practical Application Knowing is doing, being,becoming, belonging

all human social relationships occur in websof interrelationships. Life is complex. Thequestion, therefore, is not of the presence ofcomplexity, but rather harnessing it for

learning experiences

at the heart of every complex classroom is asafe, caring, and inclusive environment that

sees all students and teachers as valued andvaluable members of the learning community


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(whose collaborative efforts lay behind the Glossary, AnnotatedBibliography, Webliography, and Complexity Booklet)

Susan Bowsfield Andrew Breckenridge

Brent Davis Khadeeja Ibrahim-Didi Mijung Kim Tammy Iftody

Angus McMurtry Immaculate Namukasa Jrme Proulx Kristopher Wells

Sun Joo Hur (assisted with the Complexity Booklet)

UofA Complexity & EducationSeminar Group

Documents

Complexity and Education