Current educational paradigms based on physicalism and linearity cannot adequately understand educational reality¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors argue that present paradigms in education rest on physicalism or linearity thinking and neglect the inherent complexity of educational reality, leaving the field unable to develop in-depth understanding of it. → Jörg 2007

Evidence¶

Jörg 2007¶

Jörg, T., Davis, B. & Nickmans, G. (2007). Towards a new, complexity science of learning and education. Educational Research Review, 2(2), 145–156. https://doi.org/10.1016/j.edurev.2007.09.002

q1 · i? · theoretical · r3

Theoretical argument in this position paper: the authors contend that social sciences adopted physicalist, linear assumptions from the Enlightenment and remain blind to the complexity of learning, citing Morin's 'blinding paradigms' and Elkana's 'Enlightenment fundamentalism'. No empirical data are offered.

"Present paradigms in the field of education are based on physicalism or linearity thinking, they neglect the inherent complexity of educational reality and therefore are not able to develop an in-depth understanding of this reality."

Discussion¶

Related Claims¶

• AI's role in shaping interaction, epistemic agency, and shared regulation in collaborative learning remains under-theorized — related