Not by breadth alone: Imagining a Self-Organized Classroom
Not by breadth alone: Imagining a Self-Organized Classroom
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不仅仅是广度：想象一个自组织的课堂
DOI：
10.29173/cmplct8725
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
Inna Semetsky
中科院分区：
文献类型：
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作者：
Inna Semetsky
本文使用复杂性理论作为澄清吉尔·德勒兹在传播和语言哲学方面的一些概念的手段。他的新词和后结构主义比喻通常很复杂，而且似乎只是隐喻性的。然而，只要它们以复杂性和自组织动力学科学为基础，它们的含义就可以得到澄清和丰富。以符合德勒兹哲学的方式重新概念化沟通，可以丰富我们对学习过程和整个教育经验的复杂性的理解。本文将教育视为“成为”，即通过创造性沟通实现成长和成为他人的过程。虽然复杂性的数学超出了本文的范围，但为了解决教育中的问题领域，例如专业化和课程广度，我们将研究它与德勒兹哲学的一些联系。最后，本文转向实践层面，构建一个（自组织）课堂的形象。自组织动力被认为与诺丁斯（Noddings，1993）所说的优秀教育体系是一致的。教育的进行不考虑任何外部目标。相反，“目标”隐含在自组织的体验过程中，因此有利于学生的学习、创造意义和引出广泛的课程。
This paper uses complexity theory as a means towards clarifying some of Gilles Deleuze’s conceptualisations in communication and the philosophy of language. His neologisms and post-structuralist tropes are often complicated and appear to be merely metaphorical. However their meanings may be clarified and enriched provided they are grounded in the science of complexity and self-organising dynamics. Reconceptualizing communication in a manner consistent with Deleuze’s philosophy enriches our understanding of the complexity involved in the process of learning and the whole of educational experience. The paper explores education as “becoming,” that is, a process of growth and becoming-other enabled by creative communication. While the mathematics of complexity is beyond the scope of this paper, some of its conjunctions with Deleuze’s philosophy will be examined for the purpose of addressing such problematic areas in education as, for example, specialisation and the breadth of curriculum. Finally, the paper moves to a practical level so as to construct an image of a (self-organised) classroom. Self-organising dynamics are posited as consistent with what Noddings (1993) called an excellent system of education. Education proceeds without any reference to an external aim. Rather, the “aim” is implicit in the experiential process of self-organisation and, as such, is conducive to students’ learning, creation of meanings, and eliciting broad curricula.