The Ethics of Complexity and the Complexity of Ethics

Woermann, Minka

doi:10.1007/978-94-007-5131-6_2

Cited by 6 publications

(8 citation statements)

References 20 publications

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“…Perhaps most fundamental is the normative, that is, value-based, turn that this position introduces to complexity theory (Preiser andCilliers 2010, Woermann andCilliers 2012). Below, we draw primarily on the work of Cilliers to elucidate this normative turn.…”

Section: Critical Complexity: Theoretical Explorationmentioning

confidence: 99%

Exploring the implications of critical complexity for the study of social-ecological systems.

Audouin¹,

Preiser²,

Nienaber³

et al. 2013

E&S

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ABSTRACT. The complexity of social-ecological systems is well recognized (Berkes et al. 2003, Norberg andCumming 2008). However, in the study of such systems, it is often the uncertainty that results from nonlinear interactions that forms the focus of discussion. Here, the normative implications of complexity for our knowledge of such systems are emphasised, by drawing largely on the work of Cilliers (1998Cilliers ( , 2005a, who introduced the term "critical complexity." This perspective on complexity is distinct in bringing the value-based choices that frame our knowledge generation strategies to the fore. It is from this view that we investigate the implications of complexity for social-ecological systems research. Based on these implications, we propose a set of five key questions to guide the incorporation of insights from critical complexity into such research. We end with a brief application of the questions proposed to the National Freshwater Ecosystem Priority Areas (NFEPA) project in South Africa, to illustrate their potential use in the context of resource management.

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Section: Critical Complexity: Theoretical Explorationmentioning

confidence: 99%

Exploring the implications of critical complexity for the study of social-ecological systems.

Audouin¹,

Preiser²,

Nienaber³

et al. 2013

E&S

View full text Add to dashboard Cite

show abstract

“…However, for this to be successful, the reductive tendencies of some action research approaches need to be explicitly and consistently challenged, and the ethical stance of being in constant 'positions of trouble' (Woermann and Cilliers, 2012) need to be remembered to ensure that all voices are heard and engaged with as new patterns of being emerge. In this sense, action research can be a positive medium for complexity, but it is in no way assured.…”

Section: Resultsmentioning

confidence: 99%

“…Given that emergence, by definition, cannot be certain of the direction and outcomes of change, is there an ethical problem with using such an approach in curricula and pedagogic work? Woermann and Cilliers (2012) highlight this by arguing that any decision we make is based in part on subjective grounds as we cannot have full knowledge of any complex system of which we are a part and which we are attempting to change. They argue that there is no easy resolution to this issue other than to ensure that we ensure constant critique and self-critique in the decisions we make, in their words, 'the ethics of complexity cannot do more than generate awareness of the fact that we are always in trouble.…”

Section: Complexity and Action Researchmentioning

confidence: 99%

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Exploring the use of complexity theory and action research as frameworks for curriculum change

Wood

Butt

2014

Journal of Curriculum Studies

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This paper considers the impact of a small-scale action research project which focused on the development of an emergent approach to curriculum making in a GCSE (General Certificate in Secondary Education) course in geography. In this context we argue that complexity thinking offers a useful theoretical foundation from which to understand the nature of dynamic pedagogic change resulting from the application of action research methods.Results show that process-focused curriculum change can bring about shifts in both learning and assessment. This is seen as being the result of an emergence orientated approach to action research as a counter to more reductionist approaches which are often used and advocated in educational settings by teachers. We conclude that a combination of complexity thinking and action research can offer a valuable medium through which the educational needs of learners and teachers can be addressed in different, localised contexts. 2Keywords: curriculum change, action research, complexity thinking, classroom pedagogy, emergence. IntroductionThe introduction of a National Curriculum in England in 1988 (DES 1987, 1989 led to a diminution of the role of teachers as curriculum developers, the result of a forced migration to a more centralised education system by the government of the day. This shift was in part due to the introduction of a content heavy curriculum framework which meant that teachers were increasingly compelled to serve as 'deliverers', rather than 'creators', of that content.However, in September 2003 a small-scale pilot General Certificate in Secondary Education (GCSE, taken by 14-16 year olds in England, Wales and Northern Ireland) in geography was launched which offered a number of original features to encourage innovative approaches to teaching and learning geography. These features included new areas of subject content for geography at this level, including cultural geography, planning and a module on Geographic Information Systems (GIS). In addition, the new content was embedded within a flexible curriculum which allowed teachers and students a wide choice of the content they wished to study; the philosophy underpinning the curriculum was one which advocated depth of study over breadth. Finally, the assessment regime included a variety of assessment approaches which assessed worked completed within the course rather than emphasising traditional terminal examinations.The new departures offered by the project created an opportunity for teachers to develop innovative approaches to both curriculum making and assessment as little pre-existing material was available, giving the teachers involved a more central role in developing the course.. It was this potential for innovation in curriculum making, learning and assessment which motivated teachers, academics and researchers to become involved in the Pilot Geography GCSE. The philosophy of this course allowed, and indeed encouraged, the adoption of new approaches to both curriculum construction and pedagogical practice, whe...

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“…Most importantly, however, is Woermann's discussion on the notion of the 'provisional imperative' (45-47) that was initially developed by Cilliers (Preiser and Cilliers, 2010;Woermann and Cilliers, 2012), and which Woermann unpacks in terms of its practical implications for the study of business ethics. Ultimately, it is the provisional imperative and its related three virtues of 'transgressivity', 'irony', and 'imagination' (76-84) that make the impossible possible.…”

mentioning

confidence: 99%

On the (Im)Possibility of Business Ethics. Critical complexity, deconstruction, and implications for understanding the ethics of business (by Minka Woermann)

Preiser

2014

AJOBE

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The Ethics of Complexity and the Complexity of Ethics

Cited by 6 publications

References 20 publications

Exploring the implications of critical complexity for the study of social-ecological systems.

Exploring the implications of critical complexity for the study of social-ecological systems.

Exploring the use of complexity theory and action research as frameworks for curriculum change

On the (Im)Possibility of Business Ethics. Critical complexity, deconstruction, and implications for understanding the ethics of business (by Minka Woermann)

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The Ethics of Complexity and the Complexity of Ethics

Cited by 6 publications

References 20 publications

Exploring the implications of critical complexity for the study of social-ecological systems.

Exploring the implications of critical complexity for the study of social-ecological systems.

Exploring the use of complexity theory and action research as frameworks for curriculum change

On the (Im)Possibility of Business Ethics. Critical complexity, deconstruction, and implications for understanding the ethics of business ￼(by Minka Woermann)

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On the (Im)Possibility of Business Ethics. Critical complexity, deconstruction, and implications for understanding the ethics of business (by Minka Woermann)