Assuming an Epistemology of Emergence: Classrooms as Complex Adaptive Systems

Conference paper

DOI: 10.1007/978-3-319-18693-1_13

Part of the Springer Proceedings in Complexity book series (SPCOM)
Cite this paper as:
Young C. (2016) Assuming an Epistemology of Emergence: Classrooms as Complex Adaptive Systems. In: Erçetin Ş. (eds) Chaos, Complexity and Leadership 2014. Springer Proceedings in Complexity. Springer, Cham

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 

Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.Department of Educational Leadership, Curriculum and InstructionTexas A&M University – Corpus ChristiCorpus ChristiUSA

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