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Theorising learning through complexity: An educational critique.

Author: Biesta, Gert
Publisher: Published on <http://www.complexityandeducation.ca>. 2009-01
Edition/Format:   Downloadable article : English
Publication:Complicity: An International Journal of Complexity and Education 6(1), 28-33.
Database:WorldCat
Summary:
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  Read more...
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Genre/Form: Journal Article
Publisher version (refereed)
Material Type: Internet resource
Document Type: Internet Resource, Article
All Authors / Contributors: Biesta, Gert
OCLC Number: 710898115
Language Note: English

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 generative forms of learning and interaction.

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