If Reality is an emergent property of the zone of engagement between the Knower and the Real, then what does that say about education in general and educational practices such as MOOCs in particular?
I think I should draw out some of the implications of this arrangement: a zone of engagement between the Knower and the Real.… Continue reading
In Chapter 5 of his book Manifesto of Transdisciplinary, Nicolescu says that the logic of the excluded middle applies mostly to simple situations while the logic of the included middle applies to complexity and complex situations. I think that Nicolescu’s observation has implications for the Cynefin framework and for MOOCs.… Continue reading
From time to time, I uncover a book that reshapes my thinking. Over the past several years, Deleuze and Guattari’s A Thousand Plateaus and Edgar Morin’s On Complexity have done that for me. I find that my head is reshaped as I read and reread the books and then write about them, arranging the ideas that bloom like fresh flowers among the ideas that I already have, weaving together the roots… Continue reading
I’ve already made the connection between rhizomatic thinking and the general shift in science and culture from mechanistic, reductionist thinking to organic, wholistic thinking. It encourages me, then, when I find evidence that people with other interests than my educational concerns are thinking rhizomatically, even if they don’t use the term.… Continue reading
So does the rhizome bring anything to connectivism that it doesn’t already have? I don’t really know, but I do know that the rhizome helps me think about connectivism in ways that I otherwise find difficult. I also find rhizomatic thinking familiar and evocative for a teacher of writing and literature.… Continue reading
Let me start with a picture I just made using Captioner:
Last week the #ETMOOC started: a Massive Online Open Course on Educational Technology and Media. I was too busy to get started with it myself, so I missed the introductory week.…
The included middle of Lupasco and Nicolescu gives me a convenient handle for understanding Edgar Morin’s concept of the dialogic, which I first encountered in his book On Complexity but which is also discussed in his Seven Complex Lessons in Education for the Future (1999) and in his article The Reform of Thought, Transdisciplinarity, and the Reform of the University (in Nicolescu’s… Continue reading
So in his poem Mending Wall, does Robert Frost really want to tear down our walls?
No, he doesn’t. That is too naive a reading, and Frost is doing something far more interesting, I think. Frost is not locked into an either/or choice.… Continue reading
In a few weeks, I will deliver a presentation about boundaries to the Southern Humanities Conference convening this year in Savannah, GA. The conference topic, Boundaries: Real and Imagined, was chosen at last year’s conference, and I have come to think about boundaries often this year as I have read deeper into complexity theory.… Continue reading
In my last post, I started listing the problems I have with simple, reductionist, essentialist definitions and suggesting ways that complex definitions provide better, more workable results. The list of issues that I want to present is in no particular order, as my thinking is not yet ordered enough.… Continue reading