Complexity theory and the politics of education /
Complexity theory and the politics of education /
edited by Deborah Osberg, Gert Biesta.
- 1 online resource.
- Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001 .
- Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001. .
Includes bibliographical references.
Preliminary Material / Complexity, Education and Politics from the Inside-Out and the Outside-In / Five Theses on Complexity Reduction and its Politics / Increasing Complexity by Reducing Complexity / The Reduction of Critique in Education / Lost Children and Anxious Adults / Normalising Standards in Educational Complexity / “Complex Global Problems, Simple Lifelong Learning Solutions.” Discuss / The School and Learning Apparatus / Assuming Equal Intelligence in School Music and Language Study / Complexity, Consciousness and Curriculum / After a Rhetorics of Neutrality / Thinking Complexly / Taking Care of the Future? / Contributors / Deborah Osberg and Gert Biesta -- Gert Biesta and Deborah Osberg -- Gert Biesta -- Jens Rasmussen -- Michel Alhadeff-Jones -- Noel Gough -- Tara Fenwick -- Richard Edwards -- Maarten Simons and Mark Olssen -- Ruth I. Gustafson -- Brent Davis , Dennis Sumara and Tammy Iftody -- John I’Anson -- Donna Trueit and William E. Doll Jr. -- Deborah Osberg -- Deborah Osberg and Gert Biesta.
Complexity theory has become a major influence in discussions about the theory and practice of education. This book focuses on a question which so far has received relatively little attention in such discussions, which is the question of the politics of complexity. The chapters in this book engage with this question in a range of different ways. Whereas some contributions make a case for the promotion of complexity in education, others focus more explicitly on questions concerning the reduction of complexity in and through education. The chapters do so using theoretical, historical and empirical arguments, paying attention to a range of different educational settings (including early childhood education, school education, post-compulsory education, lifelong learning and work-based education), and focusing on different aspects of these practices (such as curriculum, pedagogy, assessment, architecture, and management). Taken together the chapters not only reveal the potential of complexity for engaging with questions about the politics of education in new and different ways. They also provide examples of a more reflexive engagement with the politics of complexity in education itself.
9789460912405
10.1163/9789460912405 DOI
2012367561
Education--Philosophy.
Complexity (Philosophy)
LB14.7 / .C6523 2010
Includes bibliographical references.
Preliminary Material / Complexity, Education and Politics from the Inside-Out and the Outside-In / Five Theses on Complexity Reduction and its Politics / Increasing Complexity by Reducing Complexity / The Reduction of Critique in Education / Lost Children and Anxious Adults / Normalising Standards in Educational Complexity / “Complex Global Problems, Simple Lifelong Learning Solutions.” Discuss / The School and Learning Apparatus / Assuming Equal Intelligence in School Music and Language Study / Complexity, Consciousness and Curriculum / After a Rhetorics of Neutrality / Thinking Complexly / Taking Care of the Future? / Contributors / Deborah Osberg and Gert Biesta -- Gert Biesta and Deborah Osberg -- Gert Biesta -- Jens Rasmussen -- Michel Alhadeff-Jones -- Noel Gough -- Tara Fenwick -- Richard Edwards -- Maarten Simons and Mark Olssen -- Ruth I. Gustafson -- Brent Davis , Dennis Sumara and Tammy Iftody -- John I’Anson -- Donna Trueit and William E. Doll Jr. -- Deborah Osberg -- Deborah Osberg and Gert Biesta.
Complexity theory has become a major influence in discussions about the theory and practice of education. This book focuses on a question which so far has received relatively little attention in such discussions, which is the question of the politics of complexity. The chapters in this book engage with this question in a range of different ways. Whereas some contributions make a case for the promotion of complexity in education, others focus more explicitly on questions concerning the reduction of complexity in and through education. The chapters do so using theoretical, historical and empirical arguments, paying attention to a range of different educational settings (including early childhood education, school education, post-compulsory education, lifelong learning and work-based education), and focusing on different aspects of these practices (such as curriculum, pedagogy, assessment, architecture, and management). Taken together the chapters not only reveal the potential of complexity for engaging with questions about the politics of education in new and different ways. They also provide examples of a more reflexive engagement with the politics of complexity in education itself.
9789460912405
10.1163/9789460912405 DOI
2012367561
Education--Philosophy.
Complexity (Philosophy)
LB14.7 / .C6523 2010