Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/462
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: From representation to emergence: complexity's challenge to the epistemology of schooling
Authors: Biesta, G J J
Osberg, Deborah
Cilliers, Paul
Contact Email: gert.biesta@stir.ac.uk
Keywords: Complexity
curriculum
Schooling
Epistemology
Emergence
representation
Issue Date: Feb-2008
Publisher: Blackwell Publishing
Citation: Biesta GJJ, Osberg D & Cilliers P (2008) From representation to emergence: complexity's challenge to the epistemology of schooling, Educational Philosophy and Theory, 40 (1), pp. 213-227.
Abstract: In modern,Western societies the purpose of schooling is to ensure that school-goers acquire knowledge of pre-existing practices, events, entities and so on.The knowledge that is learned is then tested to see if the learner has acquired a correct or adequate understanding of it. For this reason, it can be argued that schooling is organised around a representational epistemology: one which holds that knowledge is an accurate representation of something that is separate from knowledge itself. Since the object of knowledge is assumed to exist separately from the knowledge itself, this epistemology can also be considered ‘spatial.’ In this paper we show how ideas from complexity have challenged the ‘spatial epistemology’ of representation and we explore possibilities for an alternative ‘temporal’ understanding of knowledge in its relationship to reality. In addition to complexity, our alternative takes its inspiration from Deweyan ‘transactional realism’ and deconstruction. We suggest that ‘knowledge’ and ‘reality’ should not be understood as separate systems which somehow have to be brought into alignment with each other, but that they are part of the same emerging complex system which is never fully ‘present’ in any (discrete) moment in time. This not only introduces the notion of time into our understanding of the relationship between knowledge and reality, but also points to the importance of acknowledging the role of the ‘unrepresentable’ or ‘incalculable’. With this understanding knowledge reaches us not as something we receive but as a response, which brings forth new worlds because it necessarily adds something (which was not present anywhere before it appeared) to what came before. This understanding of knowledge suggests that the acquisition of curricular content should not be considered an end in itself. Rather, curricular content should be used to bring forth that which is incalculable from the perspective of the present. The epistemology of emergence therefore calls for a switch in focus for curricular thinking, away from questions about presentation and representation and towards questions about engagement and response.
Type: Journal Article
URI: http://hdl.handle.net/1893/462
DOI Link: http://dx.doi.org/10.1111/j.1469-5812.2007.00407.x
Rights: The definitive version is available at www.blackwell-synergy.com
Affiliation: Education Management and Support
University of Exeter
University of Stellenbosch, South Africa

Files in This Item:
File Description SizeFormat 
representation-to-emergence.pdf84.43 kBAdobe PDFView/Open


This item is protected by original copyright



Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.