A collection of scholarly essays, Complexity Theory and the
Philosophy of Education provides an accessible theoretical
introduction to the topic of complexity theory while considering
its broader implications for educational change.
* Explains the contributions of complexity theory to philosophy
of education, curriculum, and educational research
* Brings together new research by an international team of
contributors
* Debates issues ranging from the culture of curriculum, to the
implications of work of key philosophers such as Foucault and John
Dewey for educational change
* Demonstrates how social scientists and social and education
policy makers are drawing on complexity theory to answer questions
such as: why is it that education decision-makers are so resistant
to change; how does change in education happen; and what does it
take to make these changes sustainable?
* Considers changes in use of complexity theory; developed
principally in the fields of physics, biology, chemistry, and
economics, and now being applied more broadly to the social
sciences and to the study of education
Tabla de materias
Notes on Contributors vii
Foreword: Complexity and knowledge systems xi
Michael A. Peters
1 Complexity Theory and the Philosophy of Education 1
Mark Mason
2 Educational Philosophy and the Challenge of Complexity Theory 16
Keith Morrison
3 What Is Complexity Theory and What Are Its Implications for Educational Change? 32
Mark Mason
4 Complexity and Education: Vital simultaneities 46
Brent Davis
5 Three Generations of Complexity Theories: Nuances and ambiguities 62
Michel Alhadeff-Jones
6 Re-reading Dewey through the Lens of Complexity Science, or: On the creative logic of education 79
Inna Semetsky
7 Foucault as Complexity Theorist: Overcoming the problems of classical philosophical analysis 91
Mark Olssen
8 Complex Systems and Educational Change: Towards a new research agenda 112
Jay L. Lemke & Nora H. Sabelli
9 Human Research and Complexity Theory 124
James Horn
10 Complexity and Truth in Educational Research 137
Mike Radford
11 ‘Knowledge Must Be Contextual’: Some possible implications of complexity and dynamic systems theories for educational research 150
Tamsin Haggis
12 Complexity and Educational Research: A critical reflection 169
Lesley Kuhn
13 Complexity and the Culture of Curriculum 181
William E. Doll
14 From Representation to Emergence: Complexity’s challenge to the epistemology of schooling 204
Deborah Osberg, Gert Biesta & Paul Cilliers
15 Educating Consciousness through Literary Experiences 218
Dennis Sumara, Rebecca Luce-Kapler & Tammy Iftody
Index 231
Sobre el autor
Dr. Mark Mason is Associate Professor in Philosophy and Educational Studies in the Faculty of Education at the University of Hong Kong, where he is also Director of the Comparative Education Research Centre (CERC). He has written and edited a variety of books in the field, most recently Changing Education: Leadership, Innovation and Development in a Globalizing Asia Pacific (2007).
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