Learning in Complexity Paradigm: Nature, Scope and Process

پژوهش نامه مبانی تعلیم و تربیت

Article 3, Volume 7, Issue 1 - Serial Number 13, September 2017, Pages 47-65   

Document Type: پژوهشی

DOI: 10.22067/fedu.v7i1.65198

Authors

Reza mohammadi-chaboki^{* 1}; parvin Bazghandi²; Saeid Zarghami-Hamrah²

¹Shahid Beheshti

²Kharazmi

Abstract

The present study aims to explain the nature, scope and process of learning based on the complexity paradigm. To this purpose, the traditional learning theories were reviewed with regard to the philosophical foundations and the emergence of connectivism was examined in the complexity paradigm. Then, the nature, process, and scope of learning were explained on the basis of complexity theory. Three characteristics of complex learning including “conjunction of knowledge and knower”, “classroom and meta-systems as learner’s systems” and “the interdependence of teaching and learning” were addressed for explaining the nature of learning in complexity paradigm. Next, the learning scope was explained with regard to complexity paradigm. It is argued that learners could include social and class groups, schools, communities, body of knowledge, languages, cultures, species and etc. in addition to the conventional learners or students. Therefore, talking about “learner organization” could take on a clear meaning in this context. Additionally, regarding the process of learning, it is argued that learning is an “emerging” process and involves individuals, social groups, and broader community. In other words, in the process of learning the relationship between elements are emphasized over the elements and human mind is considered as an adaptive system.

Keywords

Learning; complexity paradigm; connectivism

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