Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/1011

Appears in Collections:School of Education Book Chapters and Sections
Title: Beyond 'mutual constitution': looking at learning and context from the perspective of complexity theory
Authors: Haggis, Tamsin
Contact Email: tamsin.haggis@stir.ac.uk
Editors: Edwards, Richard
Biesta, Gert
Thorpe, Mary
Citation: Haggis T (2009) Beyond 'mutual constitution': looking at learning and context from the perspective of complexity theory. In: Edwards Richard, Biesta Gert, Thorpe Mary (ed.). Rethinking Contexts for Learning and Teaching: Communities, Activities and Networks, Oxford, U.K.: Routledge (of Taylor & Francis), pp. 44- 60.
Keywords: learning, complexity theory, sociocultural approaches, context
Issue Date: Feb-2009
Publisher: Routledge (of Taylor & Francis)
Abstract: First paragraph: The question of ‘mobilising learning across domains’ seems to directly contradict the notion of learning as situated, and tied up with the particularities of context. The requirement to consider such different ideas together, however, signifies something of the range of competing agendas, theoretical concepts and divergent histories which characterise the state of contemporary learning theory. This chapter will argue that some of the conceptual difficulties involved in theorising learning are the result of a clash between, on the one hand, a range of perspectives which have come to the conclusion that ‘knowledge must be contextual’ (Byrne, 2005a), and, on the other, a prevailing ontology which declares that contextual knowledge can only ever be ‘idiosyncratic’(Bassey, 1984, in Marsden, 2007). Evolving interpretations of situated learning, activity theory and actor network theory all attempt to deal with the difficulties that this creates. This chapter will explore how complexity theory, as a perspective which ‘arises among’ other discourses, rather than ‘over them’ (Davis & Sumara, 2006:8), offers a means of exploring some of the issues involved in contemporary articulations of knowledge, learning, cognition, and con
Rights: Published in Rethinking Contexts for Learning and Teaching: Communities, Activities and Networks by Routledge (of Taylor & Francis). This is an electronic version of a book chapter published in Rethinking Contexts for Learning and Teaching: Communities, Activities and Networks, February 2009, pp. 44 - 60. Rethinking Contexts for Learning and Teaching: Communities, Activities and Networks can be found online at: http://www.routledgeeducation.com/books/Rethinking-Contexts-for-Learning-and-Teaching-isbn9780415467766
Type: Part of book or chapter of book
URI: http://hdl.handle.net/1893/1011
URL: http://www.routledgeeducation.com/books/Rethinking-Contexts-for-Learning-and-Teaching-isbn9780415467766
Affiliation: Education - Research

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