Complexity Theory and the Philosophy of Education

Why is the education system so resistant to change? How does change in education occur? When change does happen, what does it take to make it sustainable? Social scientists, and social and education policy makers, are beginning to frame their understanding of these questions in terms of complexity theory. Developed initially as an approach to the fields of physics, biology, chemistry and economics, complexity theory is now being applied more broadly to the social sciences and to the study of education. Complexity theory takes the view that complex systems are best regarded in their entirety—as wholes. It is a theory that engages with dynamic systems or ecologies, with the complex web of interrelated and contingent factors that contribute to particular outcomes or phenomena. This volume provides an accessible theoretical introduction to the topic of complexity theory while considering its broader implications for educational change. Essays from a distinguished group of experts illuminate the contributions of complexity theory to the philosophy of education, curriculum theory and practice, and educational research. The book will challenge many prevailing viewpoints in education and provide new insights into our understanding of education.

Foreword: Complexity and knowledge systems (Michael A. Peters). 1. Complexity Theory and the Philosophy of Education (Mark Mason). 2. Educational Philosophy and the Challenge of Complexity Theory (Keith Morrison). 3. What Is Complexity Theory and What Are Its Implications for Educational Change? (Mark Mason). 4. Complexity and Education: Vital simultaneities (Brent Davis). 5. Three Generations of Complexity Theories: Nuances and ambiguities (Michel Alhadeff–Jones). 6. Re–reading Dewey through the Lens of Complexity Science, or: On the Creative Logic of Education (Inna Semetsky). 7. Foucault as Complexity Theorist: Overcoming the problems of classical philosophical analysis (Mark Olssen). 8. Complex Systems and Educational Change: Towards a new research agenda (Jay L. Lemke and Nora H. Sabelli). 9. Human Research and Complexity Theory (James Horn). 10. Complexity and Truth in Educational Research (Mike Radford). 11. ‘Knowledge Must Be Contextual’: Some possible implications of complexity and dynamic systems theories for educational research (Tamsin Haggis). 12. Complexity and Educational Research: A critical reflection (Lesley Kuhn). 13. Complexity and the Culture of Curriculum (William E. Doll). 14. From Representation to Emergence: Complexity′s challenge to the epistemology of schooling (Deborah Osberg, Gert Biesta and Paul Cilliers). 15. Educating Consciousness through Literary Experiences (Dennis Sumara, Rebecca Luce–Kapler and Tammy Iftody). Notes on Contributors. Index.

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).