Abstract
Real-world problems, challenges, developments, and systems are displaying increasing levels of complexity. This implies a growing degree of connectivity between various agents and a variety of influencing factors, which in turn could lead to emerging unexpected consequences, either beautiful or undesirable. Appreciating complexity, therefore, requires those who are dealing with it to fully acknowledge that understanding the whole issue cannot be done by merely studying the parts. In other words, traditional reductionism, with its central role for analysis, will not suffice. In this chapter, we will focus on network literacy as a nontechnical means to improve curriculum quality within the context of higher professional education. We will examine the lessons learned from various educational experiments at Windesheim University of Applied Sciences in the Netherlands.
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Acknowledgments
The author thanks Prof. Dr. Lasse Gerrits, Chair, Political Science, leading the Governance of Innovative and Complex Technological Systems, University of Bamberg, Germany, for helpful comments on an earlier version of this chapter. All remaining errors are the author’s responsibility.
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van der Cingel, P. (2018). Advances in Nontechnical Network Literacy: Lessons Learned in Tertiary Education. In: Cramer, C., Porter, M., Sayama, H., Sheetz, L., Uzzo, S. (eds) Network Science In Education. Springer, Cham. https://doi.org/10.1007/978-3-319-77237-0_3
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DOI: https://doi.org/10.1007/978-3-319-77237-0_3
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