Education, Complexity Theory, Narrative Theory, and Morality

• In Event: Roundtable Session 41
  In Roundtable Session: Complexity and Education

Abstract

Fenwick (2009) states that understanding education through complexity calls for a different kind of education allowing for emergence by focusing on relations and becomings. Morin (2007) describes a need for new language going beyond objectivity and neutrality to capture the nature of a constantly changing world shaped through our reflection and actions. I examine Durkheim’s (1973) moral education in the context of organic solidarity, narrative identity, and complexity theory (specifically systems theory) as a way to engage in meaning making in an increasingly complex and uncertain world. I relate this way of knowing to paradox and the self as a self-organizing and open system where knowing is not enough because there is a need for uncertainty.

Author

• Andrew (Andy) Gordon Bruce Rathbone, University of Alberta