Hardman, MA;
Wilson, A;
(2017)
Complexity and the Characterisation of Learning.
In:
(Proceedings) BERA Philosophy of Education SIG: Complexity and Education, 26 July 2017, London, UK.
British Educational Research Association: London, UK.
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Abstract
Complexity theory offers an alternative to the simple causality and reductive accounts of change which dominate contemporary policy and practice. It does so by recognising that the interplay of dynamic elements results in the emergence of patterns and meanings that cannot be predicted by considering those elements in isolation. This symposium will show how complexity contests what it means to educate, and how it is related to existing philosophical traditions. This is the third of four papers presented at the workshop. It uses insights from complexity theory, along with the work of Gilles Deleuze, to critique existing characterisations of learning.
| Type: | Proceedings paper |
|---|---|
| Title: | Complexity and the Characterisation of Learning |
| Event: | BERA Philosophy of Education SIG: Complexity and Education, 26 July 2017, London, UK |
| Location: | UCL Institute of Education |
| Dates: | 26 July 2017 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.bera.ac.uk/event/complexity-and-educat... |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Complexity, Learning |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment > Centre for Teachers and Teaching Research |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10043045 |
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