| Date: |
26 Jul 2017 |
| Venue: |
University College London Institute of Education, 20 Bedford Way, London WC1H 0AL
|
| Time: |
13:00
-
18:00
|
| Type: |
Discussion meeting |
Fee: |
£10 for non-members of BERA, IOP, UCL or PESGB |
This event has been organised by the British Educational Research Association (BERA), Institute of Physics (IoP), Philosophy of Education Society of Great Britain (PESGB), and University College London Institute of Education (UCL IoE). There will be four paper presentations (see below) followed by chaired questions and discussion.
In education, complexity theory offers an alternative to the simple causality and reductive accounts of change which dominate contemporary policy and practice. This day conference will explore how complexity problematises what it means ‘to educate’, and how it has drawn upon philosophical discourses which promote imminent, embodied and situational views of education.
The day is structured around four papers with significant time given over to extended discussion of these ideas. The first paper, The Case for Complexity in Education, will introduce complexity theory in education and is followed by three papers which will consider curriculum, learning and assessment through this lens.
- Curriculum and Complexity: A Different Imaginary
- Complexity and the Characterisation of Learning
- Assessment Policy, ‘ Readiness for School ’ and a Complexity View of Time
These papers will consider education from early years to adulthood.