Methodological Potential of the Complexity Concept in Education Modernization

Authors

  • Svitlana Hanaba 1 Doctor of Philosophical Sciences, Professor, Professor at the Department of Psychology, Pedagogy and Socio-Economic Disciplines, Faculty of Operational and Service Activities, National Academy of the State Border Guard Service of Ukraine named after Bohdan Khmelnytskyi, Khmelnytskyi, Ukraine http://orcid.org/0000-0002-4373-7075
  • Olena Voitiuk Candidate of Psychological Sciences, Associate Professor, Professor at the Foreign Languages Department, Faculty of Operational and Service Activities, National Academy of the State Border Guard Service of Ukraine named after Bohdan Khmelnytskyi, Khmelnytskyi, Ukraine http://orcid.org/0000-0001-7615-0919
  • Nataliia Goliardyk Candidate of Psychological Sciences, Senior Lecturer at the Department of Psychology, Pedagogy and Socio-Economic Disciplines, Faculty of Operational and Service Activities, National Academy of the State Border Guard Service of Ukraine named after Bohdan Khmelnytskyi, Khmelnytskyi, Ukraine http://orcid.org/0000-0001-9624-7582

DOI:

https://doi.org/10.18662/po/11.2Sup1/190

Keywords:

education, modernization, complexity, nonlinearity, contingency, openness, a person

Abstract

: Changes in the existential situation of the humanity are increasingly testifying to their multidimensional, unpredictable and complex nature. Such complex entities as a society and a person not only demonstrate their multidimensionality and potential for development, but also need a different methodology for understanding them. The complexity concept allows to analyze existing problems looking at them in the context of probability and contingency. Complexity represents the reflection of the cognitive process itself, which is constantly transforming, generating unexpected meanings and opening up new facets of the modern world.

The article analyses the possibilities of the methodological potential of the complexity concept for the education modernization, which would take into account the variability and complexity of both the society and the human world. Education as a public institution is in the state of constant changing and reforming. The educational process is based on the understanding of knowledge as an open and incomplete one, which is in the process of development. Under such conditions, education is considered as an innovative environment that contributes to the formation of innovative characteristics and innovative thinking among all participants in the educational interaction. Its value for modern education lies in the fact that, firstly, it offers a model of a person’s self-development in the rapidly changing and evolving world and secondly, it addresses the most important worldview problem – a person’s search for his place in this world.

References

Budanov, V. (2003). Synerhetychni stratehii v osviti [Synergetic strategies in education]. In V. P. Andrushchenko (Ed.), Higher education of Ukraine, 2, 46-51.

Ceausu, F. (2018). Education seen through the postmodernity „grid”. Postmodern Openings, 9(1), 22-34. https://doi.org/10.18662/po/03

Cheshkov, M. A. (1999). Sinergetika: za i protiv khaosa (zametki o nauke epokhi Globalnoy smuty) [Synergetics: The pros and cons of chaos (notes on the science of the global troubles era)]. Social Sciences and the Present, 6, 128-138. http://ecsocman.hse.ru/data/073/217/1218/012yEx5bKOW.pdf

Dobronravova, I. (2012). Complexity as a process. In R. M. Bichler, S. Blachfellner & W. Hofkirchner (Eds.), Book of Abstracts for the 21st European Meeting on Cybernetics and Systems Research (EMCSR), (pp. 31-32). https://www.emcsr.net/wp-content/uploads/2012/Book_of_Abstracts_EMCSR_2012.pdf

Dubina, I. N. (2015). K fenomenalnosti tvorchestva – cherez sinergeticheskuyu slozhnost [To the Phenomenality of Creativity – through the Synergistic Complexity]. Cultural Studies Analytics, 2(32), 126-132. https://cyberleninka.ru/article/n/k-fenomenalnosti-tvorchestva-cherez-sinergeticheskuyu-slozhnost

Egides, A. P., & Egides, Y. M. (2004). Labirinty myshleniya, ili Uchenymi ne rozhdayutsya [Labyrinths of thinking, or no man is born a scientist]. AST Press-Book.

Hanaba, S. O. (2014). Filosofiia dydaktyky: Konteksty, stratehii, praktyky [Didactics philosophy: Contexts, strategies, practices]. University Book.

Hanaba, S., Miroshnichenko, V., Shumovetska, S., Makohonchuk, N., Halimov, A., & Bloshchynskyi, I. (2019). Strategies for treating the other in the methodological focus of intersubjectivity. Postmodern Openings, 10(4), 168-181. https://doi.org/10.18662/po/101

Hanaba, S., Voitiuk, O., Hrishko-Dunaievska, V., & Bahrii, H. (2020). Methodological potential of nomadism concept in describing educational strategies. Postmodern Openings, 11(1), 195-210. https://doi.org/10.18662/po/115

Holland, J. H. (1996). Hidden order: How adaptation builds complexity. Basic Books.

Holland, J. H. (2000). Emergence: From chaos to order. Oxford University Press.

Kizima, V. V. (2011). Metafizika totalnosti: preodoleniye tupika v ponimaniye slozhnogo [Metaphysics of totality: Overcoming the impasse in understanding the complex]. In V. I. Arshinov, O. N. Astafieva & E. N. Knyazeva (Eds.), Synergetic paradigm. “Synergetics of the innovative complexity” (pp. 181-190). Progress-Tradition.

Klepko, S. (2006). Intehratsiia i polimorfizm znannia u vyshchii osviti. Chastyna 3. [Integration and polymorphism of knowledge in higher education. Part 3]. In V. P. Andrushchenko (Ed.), Philosophy of Education, 3(5), 22-32. http://lib.npu.edu.ua/ft/Internet/periodika/filosofiya-osviti/3(5)-2006.pdf

Knyazeva, H. (2012). Complex thinking: Methodological, managerial and ethical aspects. In R. M. Bichler, S. Blachfellner & W. Hofkirchner (Eds.), Book of Abstracts for the 21st European Meeting on Cybernetics and Systems Research (EMCSR) (pp. 47-50). https://www.emcsr.net/wp-content/uploads/2012/Book_of_Abstracts_EMCSR_2012.pdf

Kochubei, N. V. (2009). Sinergeticheskiye kontsepty i nelineyniye konteksty [Synergetic concepts and non-linear contexts]. University Book.

Kvetenska, D., & Jechova, K. (2017). Experience of children and young adults with social networks. Postmodern Openings, 8(3), 96-109. https://doi.org/10.18662/po/2017.0803.08

Malaspina, C. (2012). Complexity and epistemological noise. In R. M. Bichler, S. Blachfellner & W. Hofkirchner (Eds.), Book of Abstracts for the 21st European Meeting on Cybernetics and Systems Research (EMCSR). (pp. 33-33). https://www.emcsr.net/wp-content/uploads/2012/Book_of_Abstracts_EMCSR_2012.pdf

Moghaddam, V. H. (2012). Is a metaphysics of the system possible again? In R. M. Bichler, S. Blachfellner & W. Hofkirchner (Eds.), Book of Abstracts for the 21st European Meeting on Cybernetics and Systems Research (EMCSR). (pp. 34-34). https://www.emcsr.net/wp-content/uploads/2012/Book_of_Abstracts_EMCSR_2012.pdf

Morin, E. (1992). Method: Towards a study of humankind (1st vol.) The nature of nature (J. L. Roland Bélange, Trans.). Peter Lang.

Morin, E. (1999). Seven complex lessons in education for the future. (N. Poller, Trans.). UNESCO Publishing.

Nicolis, J. S. (1986). Dynamics of hierarchical systems: An evolutionary approach. Springer Verlag.

Prigogine, I., & Stengers, I. (1984). Order out of chaos: Man’s new dialogue with nature. Bantam New Age Books.

De Rosnay, J. (1979). The macroscope: A new world scientific system (1st ed.) (R. Edwards, Trans.). Harper & Row.

Rotilă, V. (2018). The smartphone is one of the externalizations of the mind that aspires to the status of its extension. Postmodern Openings, 9(4), 65-97. https://doi.org/10.18662/po/46

Ruzavin, G. I. (2008). Problema prostogo i slozhnogo v evolyutsii nauki [The problem of the simple and the complex in the evolution of science]. In V. A. Lektorsky (Ed.), Questions of philosophy, 3, 102-114. https://bit.ly/2KTQEnc

Sandu, A. (2017). Some considerations on the social construction of multiple intelligence. appreciative intelligence. Postmodern Openings, 8(2), 22-39. http://dx.doi.org/10.18662/po/2017.0802.02

Simon, H. A. (1996). The sciences of the artificial (3rd ed.). MIT Press.

Voitsehovich, V. (2011). Postneklassicheskiye issledovaniye: mezhdu prostotoy i slozhnostyu [Post-non-classical research: Between the simplicity and the complexity]. In V. I. Arshinov, O. N. Astafieva & E. N. Knyazeva (Eds.), Synergetic paradigm. “Synergetics of the innovative complexity” (pp. 286-299). Progress-Tradition.

Waldrop, M. M. (1993). Complexity: The emerging science at the edge of order and chaos. Pocket Books.

Downloads

Published

2020-09-07

How to Cite

Hanaba, S., Voitiuk, O., & Goliardyk, N. (2020). Methodological Potential of the Complexity Concept in Education Modernization. Postmodern Openings, 11(2 Supl 1), 238-254. https://doi.org/10.18662/po/11.2Sup1/190

Issue

Section

Theoretical articles

Publish your work at the Scientific Publishing House LUMEN

It easy with us: publish now your work, novel, research, proceeding at Lumen Scientific Publishing House

Send your manuscript right now