Ah, yes… now for a moment of shameless displays of pride and self-promotion ! Desk copies of my “Chaordic knowledge production: A systems-based response to critical education” article, published in Theory of Science vol. XV/XXVIII/2006, no. 3, pp. 149-162, arrived last week.
Drop me a line if you’d like a PDF of the scanned article!
Proponents of critical education and critical pedagogy call on us to question the “oppressor vs. oppressed” relationships that the global mainstream “banking” system of education enforces (see esp. Freire, 2000). This practice produces learners that do not have the knowledge and skills to solve their own problems and maximize their individual potential. Systems thinking is the contextual analysis of an organization or process as a whole (Capra, 1996, p. 30; von Bertalanffy, 1968). A future-oriented, systems approach to the examination and redesign of critical education theory yields a chaordic, coconstructivist metatheory that maximizes each individual’s ontological potential. By building upon an example that employs automated information technology as a mediator in a coconstructivist system, this paper suggests that not only are coconstructivist critical knowledge systems plausible, but the design of the systems themselves need not be designed complexly to exhibit complex, transformative behavior.