Morphogenetic Approach to Educational Change: Its Theoretical and Methodological Values

• In Event: 29.090 - Roundtable Session 9
  In Roundtable Session: 29.090-18 - Social Movements, Culture, and Context in Educational Change

Abstract

This study aims to introduce ontological, epistemological and methodological advantages of Morphogenetic Approach (hereafter, MA) (Archer, 1995) to educational change. We start with educational change researchers’ seemingly ambiguous philosophical position in association with a postmodernist perspective. Then, we discuss an ontological and epistemological position of MA and its theoretical and practical advantages for educational change studies. Next, we explore a notion of ‘analytical dualism’ (Archer, 1995) in contrast to Gidden’s (1984) structuration theory. We propose that MA has extensive potential to unravel the complex processes and mechanisms of educational change over time which emerged from the interactions at different levels of structure, culture and individual agents.

Authors

• Sunghoe Lee, Korean Educational Development Institute

• Ba-Ul Paul Chung, Korean Educational Development Institute