Davis, B., & Sumara, D. (2008). Complexity as a theory of education. Transnational Curriculum Inquiry, 5(2), 33–44.
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.
Why it matters
Complexity theory is presented as an emerging transdisciplinary approach that is well-suited to making sense of the complex, adaptive, self-organising phenomena studied by educational researchers. The authors provide a theoretical framework for understanding the complex nature of learning environments, particularly in the context of digital innovation and blended learning.
My key takeaway
Complexity thinking offers a different perspective on education that moves beyond linear, cause-effect models, embracing the inherent complexity of learning. Therefore, educational research and practice should focus on creating conditions for emergent learning rather than prescribing specific outcomes. I also appreciated the idea that we might focus on the interaction of ideas, rather than individuals.
Practical implication
Approach digital transformation and AI integration in education as processes of creating conditions for emergent learning, rather than attempting to control or predict specific outcomes. We should implement technologies and platforms that facilitate the interaction of ideas across disciplinary boundaries, fostering transdisciplinary learning in health and social care.