The Non-Linear Nature of Emergent Teaching: A Multi-threaded Tale

Abstract

This essay offers a narrative that illustrates the non-linear nature of emergent teaching and how its outcomes are multifaceted and mutually causative. In other words, they lead us in many directions at once. This quality of non-linearity is central to the concept of emergence. Emergent teaching begins by recognizing that reality is fundamentally non-separate. By realizing we are not separate in our actions, words, and deeds we confirm a connectedness to one another and the world. This is essential to fully understand emergence. When perceived as a whole, every action in the universe is mutually dependent upon every other interaction. In this way, the universe is constantly creating itself. Emergent teaching moves us toward an awareness of the reality of cocreation. Non-separation creates the foundation of a dynamically interconnected and emergent universe.

Effects of a blended emergent research training programme for clinical nurses on nursing research competence and critical thinking (Part 2): A quasi‐experimental study

“…In emergent teaching, teachers are ‘facilitators’ rather than ‘controllers’ in the teaching process. Trainers are required to be open‐minded, flexible, supportive and approachable; to value learner's opinions and learning experiences; and to accept the changes emerging during the training (Crowell & Reid‐Marr, 2013). The role and the characteristics of teachers in emergent teaching play an important role in increasing learners’ critical thinking (Chan, 2013).…”

“…The blended learning method was chosen based on clinical nurses' desired teaching methods. Second, emergent teaching, as it is a co-creation process of teachers and learners that focuses more on the student's experience rather than objective and pre-determined contents, was an important strategy to promote meaningful learning and helped the training effectively meet the needs of clinical nurses (Crowell & Reid-Marr, 2013). Third, blended learning improved the convenience and effectiveness for individualised and collaborative learning of clinical nurses who were constrained by different working time schedules and were at different levels of research competence (Liu et al, 2016).…”

“…Emergent teaching is a dynamic process in which the teachers, learners, teaching materials and environment interact and engage in dialogue to develop and explore knowledge (Yu‐le, 2004). Compared to traditional predefined teaching which is fixed, linear, goal‐oriented, predefined and teacher‐centred, emergent teaching is dynamic, nonlinear, process‐oriented, self‐organised and learner‐centred (Crowell & Reid‐Marr, 2013). This process allows for ‘mistakes’ and ‘unexpected events’ to happen, and regards these unpredictable emergent events as important curriculum resources.…”

“…As there was no certain answer to openended assignments, clinical nurses were always exposed to different opinions in the deep interactive and collaborative learning discussions which followed the open-ended assignments. In addition, as mistakes could stimulate thinking and are an important source for valuable emergent resources, an environment encouraging learning from failure was constructed in emergent teaching(Crowell & Reid- Marr, 2013). The discussion and feedback on valuable mistakes in face-to-face seminars could help participants to realise it is possible and common for everyone to make mistakes, and to recognise that others' opinions are important for critical thinking and learning.These training programme results could help clinical nurses to develop an open mind to different views, and to self-monitor for potential personal biases.…”

Factors impacting English teachers’ creativity in teaching English as a foreign language in Indonesia

“…On the other hand, procedural knowledge plays an important role in the conceptual structure and attaining declarative knowledge (Lawson et al, 2000). Alternatively, creativity is also conceived as emergent, sometimes spontaneous and associated with 'mindset' (Crowell & Reid-Marr, 2013;Pretz & Nelson, 2017).…”