Complexity in Education: From Horror to Passion

TABLE OF CONTENTS......Page 6
PREFACE......Page 8
 APPENDICES......Page 10
LIST OF ABBREVIATIONS......Page 12
PART I:BY WAY OF INTRODUCTION......Page 14
 INTRODUCTION......Page 15
  NORMATIVE PROFESSIONALIZATION......Page 17
  REFERENCES......Page 20
  INTRODUCTION......Page 21
  PROFESSIONALITY......Page 22
  INSTRUMENTAL AND NORMATIVE PROFESSIONALITY......Page 24
  THE QUEST FOR GOOD EDUCATION......Page 28
  TOWARDS A BROADER UNDERSTANDING OF THE QUALITY OF EDUCATION......Page 31
   Reflection on ‘Complexity’ as a New, Obvious Step in Our Work......Page 32
  COMPLEXITY POPPING UP IN EDUCATION, WHAT TO DO?......Page 36
  FROM HORROR TO PASSION......Page 39
  REFERENCES......Page 41
 2. DEVELOPING A BETTER UNDERSTANDING OF COMPLEXITY IN EDUCATION:An Introduction to the Various Research Projects......Page 42
  THEORY AND METHODOLOGY......Page 44
  MORALITY......Page 49
  CRAFTSMANSHIP......Page 51
  THE BASIC STRUCTURE OF THE CHAPTERS......Page 52
  A SHORT DESCRIPTION OF THE CHAPTERS TO COME......Page 53
  PART THREE: THE CONCLUDING CHAPTERS......Page 59
  REFERENCES......Page 60
PART II:THE CORE CHAPTERS OF THE BOOK......Page 63
  INTRODUCTION......Page 64
  AMOR: FOR LOVE OF THE WORLD......Page 65
   Conservatism in Education......Page 69
   The Role of Politics in Education......Page 71
   Biesta’s Critical Reading of “The Crisis of Education”......Page 73
  COMPLEXITAS: TEACHING BETWEEN PAST AND FUTURE......Page 74
  AMOR MUNDI IN THE EDUCATIONAL PRAXIS: THE GOOD TEACHER......Page 78
  REFERENCES......Page 81
  INTRODUCTION......Page 83
  THE COMPLEXITY OF REALITY......Page 85
  COMPLEXITY AND GOOD EDUCATION AS A MORAL PRACTICE......Page 88
  COMPLEXITY AND UNICITY IN EXISTING VIEWS ON GOOD CITIZENSHIP IN EDUCATION......Page 89
   Summary of the Documents......Page 90
   The Government’s View on Citizenship......Page 92
   Coping with the Complexity of Reality......Page 93
  GOOD CITIZENSHIP REQUIRES PRACTICAL WISDOM......Page 94
   Critical Review of the Public Domain as Reflected in the Documentsat the Level of the Government......Page 95
   Unknown Other......Page 96
   Personal Formation in Citizenship Education......Page 97
   Critical Review of Personal Formation as Perceived in the Documentsat the Level of the Government......Page 98
  VIRTUOSIC CITIZENSHIP......Page 99
  CONCLUSION......Page 101
  REFERENCES......Page 102
  INTRODUCTION......Page 105
  CONCEPTUAL FRAMEWORK......Page 107
   The Normative Complexity of Teaching as a Profession......Page 108
   Teaching as Craftsmanship and the Passion to Polish......Page 110
   Induction......Page 111
   Phronesis......Page 112
   Morality and Narrativity......Page 113
  MORAL AUTHORSHIP......Page 116
   The Perception of the Two Teachers......Page 119
   Considerations about the Case......Page 122
  TEACHER EDUCATION AND DEVELOPMENT......Page 124
  REFERENCES......Page 125
  INTRODUCTION......Page 128
  SOCIETAL AND EDUCATIONAL CONTEXTS......Page 130
  A COMBINED PROJECT: PHD RESEARCH ANDWORLDVIEW EDUCATION......Page 131
  THEORETICAL BACKGROUND......Page 132
  METHODOLOGY......Page 135
  EDUCATIONAL VISION OF THE MINOR IN PHILOSOPHY, WORLD RELIGIONS, AND SPIRITUALITY......Page 137
  THE HOLISTIC APPROACH IN WORLDVIEW EDUCATION......Page 138
   Three Inspiration Days......Page 140
   Tamar (Student-Teacher Primary Education)......Page 141
   Ralph (History Student-Teacher Grade-Two Qualification inSecondary School)......Page 145
   Kate (Student-Teacher Primary Education)......Page 147
  PASSIO COMPLEXITATIS: A DIALOGICAL APPROACH TO COMPLEXITY......Page 148
  CONCLUSION......Page 151
  REFERENCES......Page 152
  INTRODUCTION......Page 154
  CONCERNS OF PERIPATETIC TEACHERS IN ROTTERDAM......Page 155
  PPO ROTTERDAM STARTED A PILOT ON CO-TEACHING......Page 156
   The Dutch Context......Page 157
   Co-Teaching Explained......Page 159
   Peripatetic Co-Teacher Merlyn......Page 160
   Evaluation of the Pilot by Teachers and Sencos......Page 164
  EXPERIENCES SUPPORTED BY A THEORETICAL FRAMEWORK......Page 165
   Co-Teaching: A Means to Second Order Change......Page 169
   How to Deal with Complexity......Page 170
  REFERENCES......Page 171
  INTRODUCTION......Page 175
  THE CONTEXT OF THE RE FIELD AND IDENTITY DEVELOPMENT: A COMPLEX RELATIONSHIP......Page 176
  THE FRAMEWORK......Page 178
   Selection of the Respondents......Page 179
   Data Analysis......Page 180
  RESULTS......Page 181
   A Brief Summary of Five Core Practices......Page 182
   The Teacher as Significant Other......Page 183
   The Case Study......Page 185
   Why a Serious Game?......Page 187
  CONCLUSION......Page 188
  REFERENCES......Page 189
  APPENDIX 8.1. TEACHER/SCHOOL CHARACTERISTICS......Page 191
  APPENDIX 8.2. INTERVIEW QUESTIONS......Page 193
  INTRODUCTION......Page 194
  TRANSITION FROM TRADITION ORIENTEDTO PUPIL ORIENTED EDUCATION......Page 195
   “Primary Schoolchildren Get to Know Religious Stories” (2008–2010)......Page 196
   “The Child and the Big Stories” (2010–2012)......Page 197
   “Learning for Life” (2014–2016)......Page 198
  THREE FIELDS OF TENSION......Page 200
   Field of Tension in Time, Space and Design......Page 201
   Field of Tension in Space for Subject Matter and/or for Pupils......Page 204
   Field of Tension between Roles During Transfer of Knowledge and Roles While Evoking Feelings of Wonder......Page 207
  INSIGHT IN THE COMPLEXITY INHERENT INTHE THREE FIELDS OF TENSION......Page 210
   The Dynamic between Dolor and Amor Complexitatis......Page 212
  REFERENCES......Page 213
  INTRODUCTION......Page 215
  THE NEED FOR INNOVATION IN TEACHER EDUCATION:A COMPLEX CHALLENGE......Page 216
  THE PROFESSIONAL PROFILE OF AN EDUCATIONAL CHANGE AGENT......Page 219
  MODEL OF COMPETENCIES......Page 221
   Personalized Learning......Page 224
   Thematic Clusters of the Program......Page 225
   Teaching......Page 226
   Assessment......Page 227
  PERSONAL FORMATION OF STUDENTS IN WINDESHEIMTEACHERS COLLEGE......Page 228
   Elaborating Learning Objectives for PSI......Page 231
   Practical Wisdom and Pedagogical Tact as Theoretical Sources......Page 232
   Specification of Learning Objectives in Combinationwith a Developmental Perspective......Page 233
  CONCLUSION......Page 235
  REFERENCES......Page 237
  VISION AS A PRINCIPLE FOR THE DRIVE TO INNOVATE......Page 239
   The Shared-Value Community of Normative Professionals......Page 241
   Normative Professionalism as a Key Trait of Innovation......Page 242
  A CONCEPTUAL MODEL FOR REACTING TO COMPLEXITY......Page 244
  THE ORIGIN OF DALTON EDUCATION......Page 246
   Educational Reform in the Netherlands at the Beginning of the20th Century......Page 248
   Marginal Existence......Page 252
   Vision Based Education Reform in Government Policy......Page 253
   Traditional Schools......Page 254
   Dalton Schools......Page 255
   Dalton Association......Page 256
  CONCLUSION......Page 257
  REFERENCES......Page 259
PART III:FINAL REFLECTIONS......Page 262
  INTRODUCTION......Page 263
  A DISCURSIVE THEORETICAL APPROACHTO DEMOCRACY AND PLURALITY......Page 264
   A World in Transition......Page 267
  ANALYSIS OF UNESCO AND EU DOCUMENTS ONLIFELONG EDUCATION AND LIFELONG LEARNING (1970–2003)......Page 269
   A Singular, Instrumental View on Society: The Silent Ideologyand the Silent Crisis......Page 272
   The Lack of Morality in Education and Other Professions......Page 273
   Instrumentalized Systems of Administration and Management:The Logic of Indifference......Page 275
  PROMISING MOMENTS OF REFLECTION AND INNOVATION......Page 277
  TOWARDS A PLURALIST SOCIETY: RESTORING THE RES PUBLICA......Page 278
  WHY COMPLEXITY MATTERS......Page 279
  CONCLUSIONS......Page 280
  NOTES......Page 281
  REFERENCES......Page 282
  INTRODUCTION......Page 285
  PROBLEMS ENCOUNTERED WHILE ENGAGINGWITH NORMATIVE PROFESSIONALIZATION......Page 286
  OVERVIEW OF ALTERNATIVE APPROACHES AND THEIR OUTCOME......Page 287
  A CRITICAL REFLECTION THROUGH THE LENS OF THE MAIN THEORETICAL FRAMEWORK......Page 289
  RECOMMENDATIONS......Page 292
  SOCIAL AND POLITICAL RELEVANCE:TOWARDS A HUMANIST ONTOLOGY......Page 294
  FINAL CONCLUSIONS......Page 295
  REFERENCES......Page 296
NOTES ON CONTRIBUTORS......Page 297