|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Theorizing learning through complexity: An educational critique|
|Authors:||Biesta, G J J|
|Publisher:||Published on /www.complexityandeducation.ca>.|
|Citation:||Biesta GJJ (2009) Theorizing learning through complexity: An educational critique, Complicity: An International Journal of Complexity and Education, 6 (1), pp. 28-33.|
|Abstract:||Ton Jörg has done a magnificent job in outlining a new way to understand the dynamics of learning and, more specifically, learning that results from “peer‐to‐peer” and “face‐toface” interaction. Jörg takes inspiration from Vygotsky’s ideas on the role of interaction in the development of higher mental functioning and uses ideas from complexity to highlight the nonlinear and “generative” character of human interaction. He introduces the notion of “bootstrapping” to better understand the dynamics of such processes and ends up with a view of learning as a process of “co‐creating each other in progressive experience.” Jörg’s main “target,” so to speak, consists of linear and non‐generative ways of understanding learning, education and human interaction. Jörg, on the other hand, presents learning and development as radically open processes and argues that because of their radically open character we should (re‐)organize our educational practices so that they will facilitate such open, undetermined and g|
|Rights:||The publisher has granted permission for use of this article in this Repository. The article was first published in Complicity: An International Journal of Complexity and Education on http://www.complexityandeducation.ca.|
|Affiliation:||Education Management and Support|
|Complicity_6_1_04_Biesta_response_to_Jorg.pdf||153.03 kB||Adobe PDF||View/Open|
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