A Complexity Thinking Take on Thinking in the University

Beckett, D; Hager, P

A Complexity Thinking Take on Thinking in the University

Beckett, D Hager, P

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Publisher:: Springer
Publication Type:: Chapter
Citation:: The Thinking University A Philosophical Examination of Thought and Higher Education, 2018, pp. 137 - 153
Issue Date:: 2018-04-27

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Field	Value	Language
dc.contributor.author	Beckett, D	en_US
dc.contributor.author	Hager, P	en_US
dc.date.available	2020-05-25T19:21:33Z
dc.date.issued	2018-04-27	en_US
dc.identifier.citation	The Thinking University A Philosophical Examination of Thought and Higher Education, 2018, pp. 137 - 153	en_US
dc.identifier.isbn	3319776673	en_US
dc.identifier.isbn	9783319776675	en_US
dc.identifier.uri	http://hdl.handle.net/10453/134446
dc.description.abstract	Universities are explicitly sites of thinking: they present myriad ways to think – and to provoke thinking. We address thinking relationally, that is, by doing it under provocation – it is in the doing of thinking that our learning emerges. In this chapter, we develop the significance of this ‘learning thinking by doing thinking’ to which Heidegger, in What is Called Thinking (1954) draws attention, and we do so by setting out a contemporary account of complexity. First, we provide a theorisation of complexity, which comes across from the natural sciences to the social sciences, though in a somewhat different form. Secondly, we put this theorisation to work, in raising some challenges and opportunities for re-thinking thinking for universities, by tackling some of the big issues facing learning in universities. These include excessive individualism, narrow cognitivism and an emaciated notion of learners’ agency, all of which under-acknowledge the formative power of groups, especially for shaping subsequent professional practice broadly conceived. We close with some practical implications for universities’ core work of this complexity thinking ‘take’ on thinking. We advocate ‘thinking relationally’ as central and indeed constitutive of universities. strengths of this internalist view, limited as it may be. The thinking university may  ...	en_US
dc.publisher	Springer	en_US
dc.relation.ispartof	The Thinking University A Philosophical Examination of Thought and Higher Education	en_US
dc.relation.isbasedon	10.1007/978-3-319-77667-5_10	en_US
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.rights	This is a post-peer-review, pre-copyedit version of an article published in The Thinking University A Philosophical Examination of Thought and Higher Education. The final authenticated version is available online at: https://dx.doi.org/10.1007/978-3-319-77667-5_10.	en_US
dc.title	A Complexity Thinking Take on Thinking in the University	en_US
dc.type	Chapter
utslib.location	Germany	en_US
utslib.for	2203 Philosophy	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access	*
pubs.consider-herdc	false	en_US
pubs.place-of-publication	Germany	en_US
pubs.publication-status	Published	en_US

Abstract:

Universities are explicitly sites of thinking: they present myriad ways to think – and to provoke thinking. We address thinking relationally, that is, by doing it under provocation – it is in the doing of thinking that our learning emerges. In this chapter, we develop the significance of this ‘learning thinking by doing thinking’ to which Heidegger, in What is Called Thinking (1954) draws attention, and we do so by setting out a contemporary account of complexity. First, we provide a theorisation of complexity, which comes across from the natural sciences to the social sciences, though in a somewhat different form. Secondly, we put this theorisation to work, in raising some challenges and opportunities for re-thinking thinking for universities, by tackling some of the big issues facing learning in universities. These include excessive individualism, narrow cognitivism and an emaciated notion of learners’ agency, all of which under-acknowledge the formative power of groups, especially for shaping subsequent professional practice broadly conceived. We close with some practical implications for universities’ core work of this complexity thinking ‘take’ on thinking. We advocate ‘thinking relationally’ as central and indeed constitutive of universities. strengths of this internalist view, limited as it may be. The thinking university may ...

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http://hdl.handle.net/10453/134446