Learning Theory

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1、IssuesofLearningandCognitionasComplexSystemsJeffBloomDepartmentofTeaching&LearningCollegeofEducationNorthernArizonaUniversityFlagstaff,AZ86011jeff.bloom@nau.edu–SummaryHandoutforDiscussion–PaperpresentedattheannualmeetingoftheAmericanEducationalResearchAssociationSanDiegoApril14

2、,2009FUNDAMENTALQUESTIONS(andIndextoHandout)1.Islearningacomplexsystem(andhowisitacomplexsystem)?CharacteristicsofcomplexsystemsQuestionsrelatedtolearningandlearningasacomplexsystem:Whatisthepurposeoflearning?Whatarethepatternsoflearning?Whataretheprocessesoflearning?Whati

3、sthedriving“force”oflearning?Whataretheunderlyingassumptionsofparticularlearningtheories?Overviewoflearningtheoriesandtheircompatibilitywithcomplexity2.Whatwouldteaching,curriculum,andschooling“looklike,”iftheywereconsistentwithlearningasacomplexsystem?3.Howdocurrentpracticeso

4、fteaching,curriculum,andschoolingunderminelearningasacomplexsystem?FeaturesofComplexityAscriteriaforlearningasacomplexsystem?CoreFeaturesofComplexSystemsNon-LinearCircularormorecomplexcausal,relational,and/orinteractiveloopsorrecursionsAutopoieticSelf-generating,self-maintainin

5、g,self-organizing,self-renewing,self-amplifying,self-transcendingFarfromEquilibriumSystemdoesnotfunctionasasteady-state,butfromstateofimbalanceOtherFeaturesEnergy(Driving“Force”)Some“thing(s)”provide(s)energyorforceforsystemAmplificationSmallinitialfactorsoreventsmayhavelargeeff

6、ectsonsystemWhole>∑PartsThewholeisgreaterthanthesumofitsparts(holist–notreductionist)CentralOrganizingFactor(s)SomefeaturesactasorganizingcenterforthesystemandsubsystemsEmergenceComplexsystemsprovideforpossibilityofnew,emergentfeatures,qualities,effects,orproductsUnpredictableDi

7、rectionorcourseandresultsarenotentirelypredictableRamificationsandImplicationsContinuumofNon-Linearity:PatternsofOrganizationFundamentalpatternswithinsystemanditsorganizationandproductsRelationalComplexityRelationshipsamongparts,whole,andexternal“things”andcontextsarecharacteriz

8、edbycomplexinteractionsContextsareImportantSyst