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Chaordic knowledge production: A systems-based response to critical education

teorie_vedy.PNGAh, 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!

Abstract

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.

Call for papers: Global Leapfrog Education

Call for papers

Global Leapfrog Education

Volume 2, Number 1 – March 2006

(Submissions are due November 30, 2006)

Global Leapfrog Education (GLE), a new, open access journal, is devoted to exploring how, through education and human capital development, communities can transcend current problems and challenges by empowering themselves with the tools to invent their own futures. GLE publishes articles spanning a wide range of interests related to leapfrog education (viz. change, technologies, knowledge production and innovation, global youth leadership, and futures-oriented philosophies and theories of education).

GLE offers its authors:

  • Timely peer review and publication
  • Free online publication
  • Web-based platform for comments and discussion
  • Online manuscript submission and tracking
  • International editorial review board

Scholars of all fields are invited to submit articles and reviews on topics in the following areas:

  • Accelerating change and related technologies
  • Knowledge production and innovation
  • Global youth development and leadership
  • Futures-oriented philosophies and theories of education

Articles considered for publication are normally between 8 and 25 pages in length. Detailed information regarding author guidelines and the submission process are available online at: http://www.leapfroginstitute.org/journal/index.php/gle/information/authors

Journal Web page: http://www.leapfroginstitute.org/journal

Editorial contacts: