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Visiting The Future Of Learning And Education From A Complexity Perspective

In: Knowledge Management Innovation, Technology and Cultures

Author

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  • TON JÖRG

    (IVLOS Institute of Education, Universiteit Utrecht, Heidelberglaan 8, Utrecht, PO Box 3508 TC, The Netherlands)

Abstract

How we view reality is essential for our science of learning and education. We may know that paradigms are opening for our view of reality but they can be blinding as well. In this contribution a new vision on learning is presented which takes the concept of interaction as a central concept. Learning, then, may be viewed as fundamentally different, going beyond the orthodoxy. Learning, then, becomes a potentially nonlinear phenomenon with multiplier effects as effects of self-reinforcing processes. The modelling of the multiplier effects show the very truth of Vygotsky's adage that “It is through others that we become ourselves.” We may co-create ourselves within a reciprocal relationship with the other. The focus is on building a new course of learning and development which takes learners seriously as whole human beings. Learning as process through human interaction, face-to-face (F2F) and peer-to-peer (P2P), in steady reciprocal relationships.

Suggested Citation

  • Ton Jörg, 2007. "Visiting The Future Of Learning And Education From A Complexity Perspective," World Scientific Book Chapters, in: Christian Stary & Franz Barachini & Suliman Hawamdeh (ed.), Knowledge Management Innovation, Technology and Cultures, chapter 20, pages 227-241, World Scientific Publishing Co. Pte. Ltd..
    • Handle: RePEc:wsi:wschap:9789812770592_0020
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