Complexity as a theory of education

Authors

  • Brent Davis
  • Dennis Sumara

DOI:

https://doi.org/10.14288/tci.v5i2.75

Keywords:

curriculum theory

Abstract

In their brief histories, the fields of educational research and curriculum studies have tended to adopt methodological approaches and theoretical frames from other academic domains, generally with little or no adaptation. Drawing on the transdisciplinary realm of complexity theory, we critique this tendency and argue that participation in (vs. importation of) a complexity frame might help to overcome the tendency.

Author Biographies

Brent Davis

Professor, David Robitaille Chair in Mathematics, Science, & Technology Education Department of Curriculum Studies University of British Columbia

Dennis Sumara

Professor and Head Department of Curriculum Studies Faculty of Education University of British Columbia

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Published

2009-01-29

Issue

Vol. 5 No. 2 (2008)

Section

Articles

License

Copyright for articles published in this journal is retained by the authors, with first publication rights granted to TCI. By virtue of their appearance in this open access journal, articles are free to be used, with proper attribution, in educational and other non-commercial settings.