Chaos/Complexity Theory and Education
Sciences exist to demonstrate the fundamental order underlying nature. Chaos/complexity theory is a novel and amazing field of scientific inquiry. Notions of our everyday experiences are somehow in connection to the laws of nature through chaos/complexity theory’s concerns with the relationships bet...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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University of Tabriz
2014-09-01
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| Series: | Journal of English Language Teaching and Learning |
| Subjects: | |
| Online Access: | https://elt.tabrizu.ac.ir/article_17239_84fa546151279f553593563cb388ee46.pdf |
| _version_ | 1797256872447705088 |
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| author | Mansoor Fahim Fattaneh Abbasi Talabari |
| author_facet | Mansoor Fahim Fattaneh Abbasi Talabari |
| author_sort | Mansoor Fahim |
| collection | DOAJ |
| description | Sciences exist to demonstrate the fundamental order underlying nature. Chaos/complexity theory is a novel and amazing field of scientific inquiry. Notions of our everyday experiences are somehow in connection to the laws of nature through chaos/complexity theory’s concerns with the relationships between simplicity and complexity, between orderliness and randomness (Retrieved from http://www.inclusional-research.org/comparisons4.php). It is interested in how disorder leads to order, of how complexity emerges in nature. There appears to be many striking and eye-catching similarities between the new science of chaos/complexity and education. An understanding of chaos/complexity theory seems almost crucial to our general understanding of education and teachers’ and students’ needs within educational systems. Chaos/complexity theory raises some very significant issues in an educational context, including responsibility, morality and planning; the significance of non-linear learning organizations; setting conditions for change by emergence and self-organization; the role of feedback in learning; changing external and internal environments (Morrison, 2006); it emphasizes on the fact that schools and learners as open, complex adaptive systems; cooperation and competition; pedagogy; and the significance of context (Larsen Freeman, 1997). This paper tries to provide an overview of this science and how it can inform education |
| first_indexed | 2024-04-24T22:28:39Z |
| format | Article |
| id | doaj.art-bab32ae4800b4511af7b53055c49999e |
| institution | Directory Open Access Journal |
| issn | 2251-7995 2676-6876 |
| language | English |
| last_indexed | 2024-04-24T22:28:39Z |
| publishDate | 2014-09-01 |
| publisher | University of Tabriz |
| record_format | Article |
| series | Journal of English Language Teaching and Learning |
| spelling | doaj.art-bab32ae4800b4511af7b53055c49999e2024-03-19T22:27:21ZengUniversity of TabrizJournal of English Language Teaching and Learning2251-79952676-68762014-09-01613435617239Chaos/Complexity Theory and EducationMansoor Fahim0Fattaneh Abbasi Talabari1Allameh Tabataba'i UniversityAllameh Tabataba'i UniversitySciences exist to demonstrate the fundamental order underlying nature. Chaos/complexity theory is a novel and amazing field of scientific inquiry. Notions of our everyday experiences are somehow in connection to the laws of nature through chaos/complexity theory’s concerns with the relationships between simplicity and complexity, between orderliness and randomness (Retrieved from http://www.inclusional-research.org/comparisons4.php). It is interested in how disorder leads to order, of how complexity emerges in nature. There appears to be many striking and eye-catching similarities between the new science of chaos/complexity and education. An understanding of chaos/complexity theory seems almost crucial to our general understanding of education and teachers’ and students’ needs within educational systems. Chaos/complexity theory raises some very significant issues in an educational context, including responsibility, morality and planning; the significance of non-linear learning organizations; setting conditions for change by emergence and self-organization; the role of feedback in learning; changing external and internal environments (Morrison, 2006); it emphasizes on the fact that schools and learners as open, complex adaptive systems; cooperation and competition; pedagogy; and the significance of context (Larsen Freeman, 1997). This paper tries to provide an overview of this science and how it can inform educationhttps://elt.tabrizu.ac.ir/article_17239_84fa546151279f553593563cb388ee46.pdfchaoscomplexityfractal |
| spellingShingle | Mansoor Fahim Fattaneh Abbasi Talabari Chaos/Complexity Theory and Education Journal of English Language Teaching and Learning chaos complexity fractal |
| title | Chaos/Complexity Theory and Education |
| title_full | Chaos/Complexity Theory and Education |
| title_fullStr | Chaos/Complexity Theory and Education |
| title_full_unstemmed | Chaos/Complexity Theory and Education |
| title_short | Chaos/Complexity Theory and Education |
| title_sort | chaos complexity theory and education |
| topic | chaos complexity fractal |
| url | https://elt.tabrizu.ac.ir/article_17239_84fa546151279f553593563cb388ee46.pdf |
| work_keys_str_mv | AT mansoorfahim chaoscomplexitytheoryandeducation AT fattanehabbasitalabari chaoscomplexitytheoryandeducation |