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Assuming an Epistemology of Emergence: Classrooms as Complex Adaptive Systems

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Chaos, Complexity and Leadership 2014

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

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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.

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Acknowledgements

Many thanks to Dr. Leslie Patterson who helped me assume a new epistemological stance.

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Correspondence to Chase Young .

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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. https://doi.org/10.1007/978-3-319-18693-1_13

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