Emergent Pedagogy

Abstract

This chapter addresses the question of how, if SP thinking is removed from education, we might begin to teach, learn, and know. It concludes that if one holds a rich theory of emergent learning the project of epistemology and its practical effects in education are not only incorrect, but also unnecessary. While acts of cognition are embedded within the arc of creative action, they are contextualized and habitual phases of experience. The implication is that there can neither be a priori epistemic criteria for evaluating creative action, nor is creative action aimed at generating foundational truth or cognitive certainty. Knowing and learning are ultimately creative acts in an emerging ever-changing world.