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1、APERAConference200628–30November2006HongKongComplexityTheoryandEducationMORRISON,KeithMacauInter-UniversityInstitute,MacauAbstract:Thispaperintroducescentraltenetsofcomplexitytheoryandcurrentissuesthattheyraise,including:theconsequencesofunpredictabilityforknowing,responsibility,moral
2、ityandplanning;thesignificanceofnetworkingandconnectedness;non-linearlearningorganizations;settingconditionsforchangebyemergenceandself-organization;fosteringfeedbackforlearning;changingexternalandinternalenvironments;schoolsandlearnersasopen,complexadaptivesystems;cooperationandcompe
3、tition;pedagogy;andthesignificanceofcontext.ThispaperactsasanintroductiontotheSpecialInterestGroupandtheotherpapers,teasingoutseveralapplicationsofcomplexitytheory,including:onlinelearning;staffdevelopment;thenatureandfacilitationofchange;curriculumchangeandinnovation;complexitytheory
4、andBernstein’svisibleandinvisiblepedagogies;andthequestioningofcomplexitytheory’scontributiontothemoraldebateoverschooling.ThepaperintroducesthecontextofMacauasanemergent,self-organizingterritory,andlocatesseveralofthesubsequentpapersinthiscontext,focusingonthefieldsofnursingeducation
5、;prematureschoolleaving;parentalinvolvementineducation;andcurriculumchange.ExamplesofonlinelearningandschooldevelopmentfromHongKongarealsoprovided.Thepaperprovidesatheoreticalandpracticalintroductiontothefield,withexamplesdeliberatelydrawnfromdiverseaspectsofeducation,diversetargetgro
6、upsandagegroupsoflearning.Keywords:complexitytheory;education;schooling;Macau;HongKong.IntroducingcomplexitytheoryThoughcomplexitytheoryhashadashortbutmeteoricriseinthespheresofthenaturalsciences,anthropologyandeconomics,itsentryintoeducationtodatehasbeencomparativelylimited,spasmodic
7、andpiecemeal(butseeMorrison,2002).Thoughtherearesomecentresforthestudyofcomplexityineducation(e.g.theUniversityofAlberta’sFacultyofEducation(http://www.complexityandeducation.ualberta.ca/index.htm),theSpecialInterestGroupoftheAmericanEducationalResearchAssociation),thepenetrationofcom
8、plexi
