Assuming an Epistemology of Emergence: Classrooms as Complex Adaptive Systems

Conference paper
Part of the Springer Proceedings in Complexity book series (SPCOM)

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 

References

  1. 1.
    Caine RN, Geoffrey C (1997) Education on the edge of possibility. Association for Supervision and Curriculum Development, AlexandriaGoogle Scholar
  2. 2.
    Cunningham JW, Fitzgerald J (1996) Epistemology and reading. Read Res Q 31(1, 01/01):36–60CrossRefGoogle Scholar
  3. 3.
    Cziko GA (1989) Unpredictability and indeterminism in human behavior: arguments and implications for educational research. Educ Res 18(3, 04/01):17–25CrossRefGoogle Scholar
  4. 4.
    Davis B, Sumara D (2007) Complexity science and education: reconceptualizing the teacher’s role in learning. Interchang Q Rev Educ 38(1, 03/01):53–67CrossRefGoogle Scholar
  5. 5.
    Davis B, Sumara DJ (2006) Complexity and education: inquiries into learning, teaching, and research. Lawrence Erlbaum Associates, MahwahGoogle Scholar
  6. 6.
    Dowson M, Cunneen T, Irwin A (1999) A chaotic look at students’ motivation: exploring the interface between chaos theory and goal theory. American Educational Research Association, New YorkGoogle Scholar
  7. 7.
    Doyle W (1977) Learning the classroom environment: an ecological analysis of induction into teaching. American Educational Research Association, New YorkGoogle Scholar
  8. 8.
    Eoyang GH (1997) Coping with chaos: seven simple tools. Lagumo, Circle PinesGoogle Scholar
  9. 9.
    Francis N (2004) Nonlinear processing as a comprehension strategy: a proposed typology for the study of bilingual children’s self-corrections of oral reading miscues. Lang Aware 13(1, 01):17–33CrossRefGoogle Scholar
  10. 10.
    Holland JH (1992) Complex adaptive systems. Daedalus 121(1, Winter92):17–30Google Scholar
  11. 11.
    Johnston PH (2004) Choice words: how our language affects children’s learning. Stenhouse Publishers, PortlandGoogle Scholar
  12. 12.
    Mason M (2008) Complexity theory and the philosophy of education. Educ Philos Theory 40(1, 02):4–18CrossRefGoogle Scholar
  13. 13.
    Oekerman C (1997) Facilitating and learning at the edge of chaos: expanding the context of experiential education. Annual AEE, North CarolinaGoogle Scholar
  14. 14.
    Osberg D, Biesta G, Cilliers P (2008) From representation to emergence: complexity’s challenge to the epistemology of schooling. Educ Philos Theory 40(1, 02/01):213–227CrossRefGoogle Scholar
  15. 15.
    Robinson R, Yaden DB (1993) Chaos or nonlinear dynamics: implications for reading research. Read Res Instruct 32(4, 06/01):15–23CrossRefGoogle Scholar
  16. 16.
    Roehler LR (1991) Embracing the instructional complexities of reading instruction, Research series no. 208. Michigan State University, Institute for Research on Teaching, East LansingGoogle Scholar
  17. 17.
    Southerland C (2008) Capturing complexity: a complementary methods study of early readers’ fluency and comprehension development. Ph.D., Texas Woman’s UniversityGoogle Scholar
  18. 18.
    Trygestad J (1997) Chaos in the classroom: an application of chaos theory. Unpublished PhD Thesis, Texas, ChicagoGoogle Scholar

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

Personalised recommendations