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|Title:||Towards a Complex Systems Meta-Theory of Learning as an Emergent Phenomenon: Beyond the Cognitive Versus Situative Debate|
|Authors:||Jacobson, Michael J.|
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Jacobson, M. J., Kapur, M., & Reimann, P. (2014). Towards a Complex Systems Meta-Theory of Learning as an Emergent Phenomenon: Beyond the Cognitive Versus Situative Debate. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 1. Colorado, CO: International Society of the Learning Sciences, pp. 362-369.|
|Abstract:||This paper proposes a meta-theory of learning based on conceptual perspectives and methodologies being employed in the study of complex physical and social systems to inform research in the learning sciences and education. The contexts in which learning occurs are in fact complex systems with elements or agents at different levels--from neuronal, cognitive, intrapersonal, interpersonal, cultural--in which there are feedback interactions within and across levels of the systems so that collective properties arise (i.e., emerge) from the behaviors of the parts, often with properties that are not exhibited by those parts. We analyze the long running cognitive versus situative learning debate and propose that a complex systems meta-theory of learning (CSMTL) provides a principled way to achieve a theoretical rapprochement. We close by considering other theoretical and methodological implications of the CSMTL for research in the learning sciences.|
|Appears in Collections:||ICLS2014|
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