LEADER 05343nam 22006255 450 001 9910349329003321 005 20240531044032.0 010 $a3-030-31839-7 024 7 $a10.1007/978-3-030-31839-0 035 $a(CKB)4100000009523009 035 $a(MiAaPQ)EBC5941802 035 $a(DE-He213)978-3-030-31839-0 035 $a(EXLCZ)994100000009523009 100 $a20191011d2019 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Emergence of Complexity $eRethinking Education as a Social Science /$fby Paul Hager, David Beckett 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2019. 215 $a1 online resource (290 pages) 225 1 $aPerspectives on Rethinking and Reforming Education,$x2366-1658 311 $a3-030-31837-0 320 $aIncludes bibliographical references. 327 $a1. Locating our Enquiry -- 2. Agency and Expertise -- 3. Issues Concerning Practice -- 4. Issues Concerning Related Topics Such as Skills, Competence, Abilities and Capabilities -- 5. Undertandings of Learning -- 6. The Concept of the Co-Present Group -- 7. Complex Systems and Complexity Thinking -- 8. Complexity Thinking and Co-Present Groups -- 9. Fresh Approaches to Agency and Learning -- 10. Fresh Approaches to Practice, Skills, Competence and Expertise. 330 $aThis book centres on a broadened view of complexity that will enrich engagement with complexity in the social sciences. The key idea is to employ complexity theory to develop a holistic account of practice, agency and expertise. In doing so, the book acknowledges and builds upon the relational character of reductive accounts. It draws upon recent theoretical work on complexity, emergence and relationality to develop a novel account of practice, agency and expertise in and for workplaces. Biological, psychological and social aspects of these are integrated. This novel account overcomes problems in current views of practice, agency and expertise, which suffer from reductive, or fragmented, analyses, based upon individuals, groups, or networks. In retrieving the experiential richness of human activity ? often esteemed as the basis of generative and creative life ? this book shows how complexity both emerges from, and is, a non-reductive feature of, human experience, especially in daily work. ??an ambitiously wide-ranging volume, questioning the key tenets of respected approaches ?.. and offering ?.. ?novel accounts?, which draw on features of complexity thinking?. ?But they go further than any of us in their argument that: ?whatever reductive moves are made, they ?flow? from holistic accounts of relationality which have already affectively engaged the purposes of a co-present group.? This is the intellectual contribution that is built consistently and persuasively across the chapters.? Professor Emerita Anne Edwards, Oxford University "Hager and Beckett have written a book that will challenge more commonly held notions of agency, practice, skills, and learning. Centering their argument on complexity theory or, as they prefer, complexity thinking, Hager and Beckett argue that it is through relations that we raise questions about, gather data from, and make working sense of the complexity that surrounds us. Groups then, particularly small groups, hold and implement agentive power. And what the authors call co-present groups?ones in which holistic relationality occurs socially, and affectively in distinctive places??draw us closer to each other, and harness our normativity by enabling negotiability and reason-giving.? If your field of study involves anything remotely sociocultural in nature or if you are just interested in the complex ways we engage as humans with our worlds, you should find a place for this book in your library." Bob Fecho, Teachers College, Columbia University, New York NY, USA. 410 0$aPerspectives on Rethinking and Reforming Education,$x2366-1658 606 $aProfessional education 606 $aVocational education 606 $aLifelong learning 606 $aAdult education 606 $aComputational complexity 606 $aProfessional & Vocational Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O35000 606 $aLifelong Learning/Adult Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O42000 606 $aComplexity$3https://scigraph.springernature.com/ontologies/product-market-codes/T11022 615 0$aProfessional education. 615 0$aVocational education. 615 0$aLifelong learning. 615 0$aAdult education. 615 0$aComputational complexity. 615 14$aProfessional & Vocational Education. 615 24$aLifelong Learning/Adult Education. 615 24$aComplexity. 676 $a370.1 700 $aHager$b Paul$4aut$4http://id.loc.gov/vocabulary/relators/aut$0259984 702 $aBeckett$b David$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910349329003321 996 $aThe Emergence of Complexity$92538699 997 $aUNINA