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Chase Young, Ph.D.
Texas A&M University – Corpus Christi
Chaos Theory in Education: Assuming an Epistemology of Emergence
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Turn Back Now, DeterministsLearning is dependent on teaching, but what the students learn is unpredictable (Davis & Sumara, 2007).
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Theoretical Framework
Holland, J. (1992). Complex adaptive systems. Daedalus 121 (1), 17-30.
Trygestad, J. (1997). Chaos in the classroom: An application of chaos theory. Chicago, IL.
Cziko, G. (1989). Unpredictability and indeterminism in human behavior: Arguments and implications for educational research. Educational Researcher, 18(3), 17-25.
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Politically Speaking,PostmodernistsDespite complexivists’ warnings, empirical research is still being conducted linearly and some teachers still employ linear models of teaching. The hierarchy still exalts linear thinking.
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Caine, R., & Geoffrey Caine. (1997.) Education on the edge of possibility. Alexandria, Va.: Association for Supervision and Curriculum Development.
Davis, B., & Sumara, D. (2006). Complexity and education: Inquiries into learning, teaching, and research. Mahwah, NJ: Lawrence Erlbaum Associates.
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Conceptual FrameworkOsberg, Deborah, Gert Biesta, and Paul Cilliers. 2008. From representation to emergence: Complexity's challenge to the epistemology of schooling. Educational Philosophy and Theory 40, (1) (02/01): 213-27.
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Shift in Thinking
“Teachers should strive to inhabit the zone between order and chaos—this is where the intense learning occurs (Caine & Caine, 1997; Oekerman, 1997)
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APPLICATION OF COMPLEXITY AND READING
Francis, N. (2004). Nonlinear processing as a comprehension strategy: A proposed typology for the study of bilingual children's self-corrections of oral reading miscues. Language Awareness 13(1), 17-33.
Robinson, R., & Yaden, D. (1993). Chaos or nonlinear dynamics: Implications for reading research. Reading Research and Instruction 32(4), 15-23.
Roehler, L. (1991). Embracing the instructional complexities of reading instruction. research series no. 208. Michigan State University: MI.: East Lansing Inst for Research on Teaching.
Southerland, C. 2008. Capturing complexity: A complementary methods study of early readers' fluency and comprehension development. Ph.D., Texas Woman's University.
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Emergence New epistemology that can be applied to unlock the mystery of the teachable moment.
Perfectly disorganized information reorganizes to create a new thought (Eoyang, 1997).
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M.I.E.Derived from nonlinear dynamics?