Because it grounds most of my academic work, the reflection developed in this paper follows the epistemological and anthropological critique characterizing the ʺparadigm of complexityʺ proposed by Edgar Morin. It invites us to question the way one conceives changes and transformations broughtby the use of the notion of complexity itself. In this perspective, instead of discussing Jörgʹs paper focusing on the content of his theoretical propositions, my intent is to question and comment on what I interpreted as being some of the implicit assumptions which frame his reflection. The aim of this paper is therefore to question the way one conceives the use of a specific theoretical approach (i.e., theories associated with the concept of complexity) in order to promote changes in educational practices and theories. The position I am adopting here translates indeed the conviction that any reform of thought has to be conceived in conjunction with a reflection about the idea of reform itself. It is therefore assumed that the use of the notion of complexity, to be critical and to bring significant changes, supposes not only to use a specific theoretical vocabulary, but also and above all to change the way scientific activity itself is conceived in order to bring about such a transformation.
Research on society, culture, art, neuroscience, cognition, thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, thinkers ++
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