Complex Constructivism: A Theoretical Model of Complexity and Cognition

Doolittle, Peter E.

doi:10.1037/e631042011-001

Cited by 50 publications

(55 citation statements)

References 28 publications

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“…These schemas are actively constructed, selforganised and emergent, and are the result of perceived regularities in experience. In other words, complex system behaviour involves adaptation to the environment, based on experience (Doolittle, 2000). Both and Doolittle (2000) (Carr & Kemmis, 1990, p. 181) Action research is consistent with the notion of adaptation to environment, which is fundamental to complexity.…”

Section: Change As Self-organised Adaptationmentioning

confidence: 74%

“…In other words, complex system behaviour involves adaptation to the environment, based on experience (Doolittle, 2000). Both and Doolittle (2000) (Carr & Kemmis, 1990, p. 181) Action research is consistent with the notion of adaptation to environment, which is fundamental to complexity. As is outlined by , action technologies (taken to refer to the various forms of action inquiry, including research) 'reject the idea that one generalisable solution can fit multiple situations and establish a dynamic and ongoing inquiry into the particular.…”

Section: Change As Self-organised Adaptationmentioning

confidence: 74%

“…This process, in itself, is introducing 'noise' and actively promoting disequilibrium. Doolittle (2000) (Holland, 1995). As with constructivism, a complexity perspective recognizes the difficulty in predicting global behavior from an understanding of the parts (Waldrop, 1992).…”

Section: Change As Self-organised Adaptationmentioning

confidence: 99%

“…have applied complexity theory in their proposal of an 'enactivist' model of cognition and make recommendations from this to teacher education. The discussion of a connection between complexity and constructivism has more recently been taken up by Doolittle (2000), and we will return to this connection later in this article.…”

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confidence: 99%

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Complexity and action research: exploring the theoretical and methodological connections

Phelps

Hase

2002

Educational Action Research

103

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Complexity theory is essentially a formal attempt to question how coherent and purposive wholes emerge from the interactions of simple and sometimes non-purposive components. Explicit recognition of complexity can provide a fresh and enlightening perspective on action research. Through an expository discussion of the foundational postulates of complexity theory this article demonstrates the theoretical and methodological connections between complexity and action research, with particular emphasis on the relevance of complexity in educational and workplace contexts. Complexity is an emerging theoretical perspective, which presents possibilities for revolutionising approaches to action research, as well as strengthening arguments promoting the value of action research in a wide range of contexts. Complexity, it is argued, can provide a valuable theoretical underpinning for action research.Furthermore, action research provides a valid methodological approach to the study of complexity. This article is primarily theoretical and attempts to demonstrate the application of complexity to a specific action research project will be left to future publication(s). Rather, this article explores the general applicability of complexity as both theory and metaphor in action research. The article begins with a brief exploration of the theory, particularly focusing on its application in the social sciences. The theoretical and methodological connections between complexity and action research are discussed through several of the foundational postulates of complexity, how these manifest in action research and how they add to our understanding of action research itself.

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Section: Change As Self-organised Adaptationmentioning

confidence: 74%

Section: Change As Self-organised Adaptationmentioning

confidence: 74%

Section: Change As Self-organised Adaptationmentioning

confidence: 99%

mentioning

confidence: 99%

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Complexity and action research: exploring the theoretical and methodological connections

Phelps

Hase

2002

Educational Action Research

103

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“…Constructivist researchers such as Glasersfeld (1983), Steffe & Gale (1995), Fox (2001), and Doolittle (2001 use the image of 'structure' to describe mental model construction and differentiate between the acquisition of knowledge and a change in mental model structure to explain phenomena such as personal insight. (See Appendix B: Survey of adult learning theories.…”

Section: Mental Models and Learning Theorymentioning

confidence: 99%

Critical Learning Incidents in system dynamics modelling engagements

Thompson

Howick

Belton

2016

European Journal of Operational Research

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This paper reports in-depth behavioural operational research to explore how individual clients learned to resolve dynamically complex problems in system dynamics model-based engagements. Consultant-client dyads were interviewed in ten system dynamics consulting engagements to identify individual clients' Critical Learning Incidents-defined as the moment of surprise caused after one's mental model produces unexpected failure and a change in one's mental model produces the desired result. The cases are reprised from interviews and include assessments of the nature of the engagement problem, the form of system dynamics model, and the methods employed by consultants during each phase of the engagement. Reported Critical Learning Incidents are noted by engagement phase and consulting method, and constructivist learning theory is used to describe a pattern of learning.Outcomes of the research include describing the role of different methods applied in engagement phases (for example, the role of concept models to commence problem identification and to introduce iconography and jargon to the engagement participants), how model form associates with timings of Critical Learning Incidents, and the role of social mediation and negotiation in the learning process. Highlights Identifies clients' Critical Learning Incidents by system dynamics engagement activity  In-depth analyses of interviews from client-consultant dyads  Maps learning incidents to prescriptive or predictive model-based engagement phases  Ten system dynamics consulting case studies  Applies constructivist learning theory to complex consulting environments

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Group Decision Support Practice ‘as It Happens’

Franco¹,

Greiffenhagen²

2020

Handbook of Group Decision and Negotiation

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Historically, studies of Group Decision Support (GDS) have focused on assessing the degree to which using a GDS makes groups more effective, typically via carefully designed experiments and case study reports. More recently, we have witnessed a growing interest in getting close to GDS practitioners to see how their work is actually done in 'real time', 'there-and-then'. What motivates this interest is the recognition that in order to develop better GDS practice we must first pay attention to how it is actually used by those involved in situ. By zooming in on what GDS practitioners actually do with their craft, and the critical role of these doings on generating group outputs and outcomes, a more nuanced understanding of GDS practice can be achieved. Furthermore, this understanding can inform the development of more effective GDS practitioner training and teaching materials. In this chapter we introduce a particular way of studying GDS practice, 'as it happens' on the ground, based on ethnomethodology (EM). To illustrate the approach, we provide an example of its application to study GDS practice in a facilitated, computer-supported causal mapping workshop. Overall, the analysis reveals the various ways in which actual GDS practice is accomplished over time, as it happens on the ground, and with what effects. We conclude the chapter by summarising the distinctive contribution that an ethnomethodologically-informed perspective makes to GDS theory and practice, and outlining some potentially useful avenues for future research.

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Complex Constructivism: A Theoretical Model of Complexity and Cognition

Cited by 50 publications

References 28 publications

Complexity and action research: exploring the theoretical and methodological connections

Complexity and action research: exploring the theoretical and methodological connections

Critical Learning Incidents in system dynamics modelling engagements

Group Decision Support Practice ‘as It Happens’

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