Paradigm of Complexity Research Papers (original) (raw)

Taking as a point of departure the diversity of writings developed around the concept of “Critical Reflection”, this paper outlines various ways to organize them beyond the traditional epistemological, theoretical and practical compartmentalizations. Through the introduction of seven principles illustrating the Paradigm of complexity (Edgar Morin), a heuristic approach is proposed to revisit one’s own look on such a field.

- by
- •
- Transformative Learning, Edgar Morin, Complexity, Critical Reflection

In this paper, the dimensions of the new paradigm, the paradigm of complexity and its impact on strategic management are examined. The results of this study show that, since the fundamental issue of strategic management in turbulent environments is to achieve creativity which can adapt with a turbulent environment as well as maintaining stability, strategic management in complexity paradigm will not be a rational formulation of the strategic plan which is then implemented and controlled. In this paradigm, however, the creation of strategy should be an emergent and self-organized process that arises from spontaneous group discussion between directors and managers on strategic issues. Implementation of strategies should also be flexible and at the same time, orderly. Decision-making should be decentralized, and provide and facilitate learning and experiencing. Also, the personnel should be encouraged to change. The control should be done locally and through the personnel. Managers must provide members with the information needed for this approach and exert control through the members or their teams.

Le recours contemporain à la notion de "complexité" renvoie fréquemment à des démarches ayant tendance à unifier sa définition. En langue anglaise, sa réduction à une forme singulière (complexity theory ou complexity science) s'avère ainsi susceptible de masquer la variété des théories permettant de rendre compte des implications inhérentes au recours à cette notion. Cet article, en prenant en considération à la fois les traditions de recherche latines et anglosaxonnes, associées à la notion de complexité, suggère une approche plus nuancée, évitant la simplification de cette notion à certaines des conceptions dominantes qui y sont associées. Partant d'une approche étymologique, cet article propose d'envisager de façon chronologique l'émergence de trois générations de théories de la complexité; ce faisant, certains de leurs enracinements épistémologiques et socio-culturels sont introduits. D'un point de vue épistémologique, la réflexion proposée met en évidence certaines des interprétations hétérogènes sous-jacentes à la définition de ce qui est perçu comme complexe. Suivant une perspective anthropologique, ce texte évoque également la portée à la fois émancipatrice et asservissante susceptible d'être associée à l'idée de complexité. Sur la base des ambiguitiés mises en évidence, cet article suggère finalement de concevoir les contributions renvoyant aux théories contemporaines de la complexité, au même titre que la remise en question de leur légitimité épistémologique et éthique, à partir des boucles et des dynamiques dont elles sont constitutives. Ce faisant, les chercheurs et les praticiens en Sciences de l'éducation devraient considérer leurs pratiques en tant que processus
d'apprentissage dont la complexité renvoie autant aux transformations qu'ils étudient ou provoquent, qu'aux transformations inhérentes aux systèmes de représentations
auxquels ils ont recours pour les conceptualiser.

In order to illustrate what is at stake in the definition and in the development of a complex epistemology of transformative learning, this chapter introduces the paradigm of complexity and explores six challenges that appear particularly... more

- by Michel Alhadeff-Jones
- •
- Transformative Learning, Lifelong Learning, Complexity Theory, Edgar Morin
- by Pablo Garrido
- •
- Management, Complexity, Emergence, Complex Adaptive System
- by Michel Alhadeff-Jones and +4
- •
- Education, Research Methodology, Philosophy of Education, Qualitative methodology

This paper defines a theoretical framework aiming to support the actions and reflections of researchers looking for a ‘method’ in order to critically conceive the complexity of a scientific process of research. First, it starts with a brief overview of the core assumptions framing Morin’s “paradigm of complexity” and Le Moigne’s “general system theory”. Distinguishing ‘methodology’ and ‘method’, the framework is conceived based on three moments, which represent recurring stages of the spiraling development of research. The first moment focuses on the definition of the research process and its sub-systems (author, system of ideas, object of study and method) understood as a complex form of organization finalized in a specific environment. The second moment introduces a matrix aiming to model the research process and nine core methodological issues, according to a programmatic and critical approach. Using the matrix previously modeled, the third moment suggests conceiving of the research process following a strategic mindset that focuses on contingencies, in order to locate, share and communicate the path followed throughout the inquiry.

- by Michel Alhadeff-Jones
- •
- Epistemology, Education, Research Methodology, Complexity Theory
- by Santiago Miret
- •
- Algorithms, Architecture, Genetic Algorithms, Systems Theory

The contemporary use of the term ‘complexity’ frequently indicates that it is considered a uniﬁed concept. This may lead to a neglect of the range of different theories that deal with the implications related to the notion of complexity. This paper, integrating both the English and the Latin traditions of research associated with this notion, suggests a more nuanced use of the term, thereby avoiding simpliﬁcation of the concept to some of its dominant expressions only. The paper further explores the etymology of ‘complexity’ and offers a chronological presentation of three generations of theories that have shaped its uses; the epistemic and socio-cultural roots of these theories are also introduced. From an epistemological point of view, this reﬂection sheds light on the competing interpretations underlying the deﬁnition of what is considered as complex. Also, from an anthropological perspective it considers both the emancipatory as well as the alienating dimensions of complexity. Based on the highlighted ambiguities, the paper suggests in conclusion that contributions grounded in contemporary theories related to complexity, as well as critical appraisals of their epistemological and ethical legitimacy, need to follow the recursive feedback loops and dynamics that they constitute. In doing so, researchers and practitioners in education should consider their own practice as a learning process that does not require the reduction of the antagonisms and the complementarities that shape its own complexity.

- by Luisa Naranjo Sanchez
- •
- Management, Organizational Theory, Organization, Paradigm of Complexity
- by Antonio Caro Almela
- •
- Epistemology, Complexity Theory, Complexity Science and Design, Complexity

Taking as a point of departure the diversity of writings developed around the concept of “Critically Reflective Practice”, this paper outlines various ways to organize them beyond the traditional epistemological, theoretical and practical compartmentalizations.
Through the introduction of seven principles illustrating the Paradigm of complexity (Edgar Morin), a heuristic approach is proposed to revisit one’s own look on such a field.

- by Michel Alhadeff-Jones
- •
- Transformative Learning, Critical Pedagogy, Critical Thinking, Edgar Morin
- by Michel Alhadeff-Jones
- •
- Critical Theory, Education, Adult Education, Higher Education

The position adopted in this paper is inspired by Edgar Morin’s paradigm of complexity and his critique of scientiﬁc and philosophical forms of reductionism. This paper is based on research focusing on the diversity of conceptions of critique developed in academic discourses. It aims to challenge the fragmentation and the reduction framing the understanding of this notion in educational sciences. The reﬂection begins with the introduction of some of Morin’s assumptions concerning the paradigm of complexity. The next section provides a deﬁnition of the idea of critique and explores some limits associated with contemporary references framing this notion. Theories of critique are at the core of several educational theories. Based on the literature identiﬁed in French-speaking and English-speaking critical traditions in education, several factors determining the way the idea of critique is reduced in education are highlighted. Stressing the tacit character of those variables challenges the limits of traditional conceptions of critique in contemporary education. The position adopted denounces therefore the fact that the current development of theories of critique in education does not provide a framework considering more systematically their conditions of emergence, their own limitations, as well as the antagonistic, complementary and contradictory relationships, which connect them to one another. Based on this position, this paper ﬁnally suggests that a distinction be made between "hypocritique" and "hypercritique" as a semantic artifact, stressing the importance of challenging existing theories of critique in education according to the level of complexity that one may attribute to them.

- by Michel Alhadeff-Jones
- •
- Critical Theory, Education, Adult Education, Higher Education