complexity paradigm

"Teaching-Learning Approach" is a model of interaction between teachers and students in an educational environment and one of the main components of the educational system. This model can be organized and designed on the basis of various opinions and ideas, including philosophical or scientific theories. This research aims to design and explain teaching-learning approach based on the complexity paradigm. The complexity paradigm is one of the contemporary scientific approaches that is penetrating into different areas of knowledge such as education. Therefore, in this descriptive-analytical study, based on the concepts and components of the complexity paradigm, the teaching-learning approach is as follows: in teaching-learning approach based on complexity paradigm, the steps and sequence of teacher and student activities are strategic for continuous organization of all learning and teaching processes and activities performed through cooperation of students and the teacher. In other words, the teacher designs and organizes the learning environment in a rich and complex way, leading the student to research and learning; So the student is an active and researcher; A researcher who constantly organizes and reorganizes in interaction with the learning environment and actually learns and develops. Hence, the relationship between teacher and students is dynamic and multifaceted based on the variety and extension of their interactions with each other and environment.

The present study aims to explain the nature, scope and process of learning based on the complexity paradigm. To this purpose, the traditional learning theories were reviewed with regard to the philosophical foundations and the emergence of connectivism was examined in the complexity paradigm. Then, the nature, process, and scope of learning were explained on the basis of complexity theory. Three characteristics of complex learning including “conjunction of knowledge and knower”, “classroom and meta-systems as learner’s systems” and “the interdependence of teaching and learning” were addressed for explaining the nature of learning in complexity paradigm. Next, the learning scope was explained with regard to complexity paradigm. It is argued that learners could include social and class groups, schools, communities, body of knowledge, languages, cultures, species and etc. in addition to the conventional learners or students. Therefore, talking about “learner organization” could take on a clear meaning in this context. Additionally, regarding the process of learning, it is argued that learning is an “emerging” process and involves individuals, social groups, and broader community. In other words, in the process of learning the relationship between elements are emphasized over the elements and human mind is considered as an adaptive system.

The main purpose of this research is the presentation of some prerequisites of educational theorizing with regard to ontologic components of complexity paradigm. For this purpose، by using the Philosophical methods، after making mention of how ontologic components of simplicity paradigm (Naive Realism، Linear Causation، Determinism) influence contemporary educational theories، ontologic components of complexity paradigm (complex critical realism، structural determinism، complex causation) were defined. Then، some prerequisites of educational theorizing based on these components were studied. In this regard، educational System is a complex supersystem، self-organized and multilayer that in every layer، there are subsystems with alements and correlated actors (humans and nonhumans) which act in complex mechanisms. This set of correlations makes a widespread network wich according to actor-network theory and whith emphasis on context of educational system make new qualifications for knowledge producing and new conceptulising of learning and learner. Regarding to nature of universe transitions، also the most important purpose of curriculums is to participate students in their universe or the creation of a new universe.

This research is intended to investigate educational change in complexity paradigm. Complexity paradigm provide a new perspective for thinkers to changing the world and it''s phenomena and many of theorists present new viewpoints in variant scientific domains according to the main components of this paradigm. For this، the researcher first investigates and criticizes educational change theories and their two main weaknesses (reductionism and ideology of control) with applying “critical philosophical inquiry” method. Then، the theoretical frame of the paper that is educational system as complex adoptive system was explained by referring to “complex adoptive system theory”. After explanation of “knowledge flow” in educational complex system change، then، some implications was provided for educational change process in complexity paradigm with applying “logical inference” method. The findings show that complexity theorists confirm many previous viewpoints about educational change as well as they try to regard to change process from a holistic perspective and premonish researchers from reductionism. They also answer to challenge of control in change projects fulfillment through replacing “distributive control” proposal with dominant “top-down” and “bottom-up” strategies.