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ERIC Number: EJ1420803
Record Type: Journal
Publication Date: 2024
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1857
EISSN: EISSN-1469-5812
Complexity Theory and Learning: Less Radical than It Seems?
David Guile; Rachel J. Wilde
Educational Philosophy and Theory, v56 n5 p439-447 2024
In a spirit of collegial support, this paper argues that Beckett and Hager's theoretical justification and empirical exemplifications do not do full justice to the complexity of group or team learning. We firstly reaffirm our support for the theoretical argument Becket and Hager make, though expressing some reservations about Complexity Theory, to explain the taken-for-granted assumptions that learning by an individual is the paradigm case of learning and that context plays a minimal role in this process. Drawing on our joint and separate work, we demonstrate that Becket and Hager's argument is less radical than it may initially seem because it is predicated on: (i) cognitive-bounded rather than "distributed" or "extended" conception of mind; (ii) material rather than a "immaterial" conception of activity; and (iii) co-present rather than a "fractional" or "connective" conception of ontology. Despite making this critique, we conclude by making the case that we are adding further substance to Becket and Hager's overarching argument and, in doing so, encouraging them to be more radical about how they conceptualise the complexity of learning.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A