Chapter

Chaos, Complexity and Leadership 2014

Part of the series Springer Proceedings in Complexity pp 131-141

Assuming an Epistemology of Emergence: Classrooms as Complex Adaptive Systems

  • Chase YoungAffiliated withDepartment of Educational Leadership, Curriculum and Instruction, Texas A&M University – Corpus Christi Email author 

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Abstract

This review of literature was conducted to identify practical implications of complex adaptive systems in the classroom. The article uses complexity thinking to analyze conditions for emergence. Emergence is understood in this context as a “teachable moment”, and in order for students to capitalize on these many moments, the conditions for emergence must be set by the teacher and experienced by the students.

Keywords

Emergence Education Teachable moment