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Article de revue:
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ID no. (ISBN etc.): 10508406
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Clé de citation BibTeX: Goldstone2006a
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Goldstone, R. L. (2006). The complex systems see-change in education. Journal of the Learning Sciences, 15(1), pp. 35–43.
Ajoutée par: Sterenn Audo 2008-02-11 13:57:28
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Résumé
The day when scientists have time to read broadly across chemistry, biology, physics and social sciences is long gone. Journals, conferences, and academic departmental structures are becoming increasingly specialized and myopic. As Peter Csermely (1999), one of the organizers of the International Forum of Young Scientists expresses it, “There is only a limited effort to achieve the appropriate balance between the discovery of new facts and finding their appropriate place and importance in the framework of science. Science is not self-integrating, and there are fewer and fewer people taking responsibility for ‘net-making” (p. 1621). One possible response to this fragmentation of science is to simply view it as inevitable. Horgan (1996) argues that the age of fundamental scientific theorizing and discoveries has passed, and that all that is left to be done is refining the details of theories already laid down by the likes of Einstein, Darwin, and Newton. Complex systems researchers, and learning scientists more generally, offer an alternative perspective, choosing to reverse the trend toward increasing specialization.
Ajoutée par: Sterenn Audo Dernièrement modifiée par: Sterenn Audo
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Ajoutée par: Sterenn Audo
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