What stands out in Jörg’s current effort is the reliance on Vygotsky’s sociogenetic theories of learning and development as an interpretive lens for complexity theory applied to education. Our responsive paper analyzes and evaluates Jörg’s recruitment of Vygotsky, but more than critique, our aim is to join Jörg in his consideration of Vygotsky’s relevance to a complex educational project, even as we explore the very limits of that possibility. Our reluctant conclusion points to the possible incompatibility of complexity framed by its mathematics and hard sciences roots to basic requirements of a social science.
Research on society, culture, art, neuroscience, cognition, thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, thinkers ++
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