scholarly journals Complexity Decision Making and General Systems Theory: An Educational Perspective

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
M. Kudret Yurtseven ◽  
Walter W. Buchanan
Keyword(s):  
Decision Making ◽  
Systems Theory ◽  
General Systems Theory ◽  
General Systems ◽  
Educational Perspective

The Multimodal Model as a Framework for Decision-Making in Psychotherapy

1974 ◽  
Vol 34 (3) ◽  
pp. 831-834
Author(s):  
Robert L. Woolfolk
Keyword(s):  
Decision Making ◽  
Systems Theory ◽  
General Systems Theory ◽  
Multimodal System ◽  
General Systems ◽  
Therapeutic Procedures

Concepts of General Systems Theory were invoked to highlight the decision-making character of psychotherapy and to propose a framework for increased systematization of therapeutic procedures. The formal characteristics of Lazarus' multimodal system were examined in terms of criteria specifying the conditions necessary for accountability in psychotherapy.

scholarly journals Perspectives on Complexity, Its Definition and Applications in the Field

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Matthijs Koopmans
Keyword(s):  
Information Theory ◽  
Systems Theory ◽  
Educational Research ◽  
General Systems Theory ◽  
Shared Understanding ◽  
Research And Practice ◽  
Explicit Definition ◽  
General Systems ◽  
Educational Perspective

There is considerable variation in the dynamical literature in how the term ‘complexity’ is used. While there have been several attempts to describe from an educational perspective what complexity encompasses, the term is frequently used without an explicit definition. To forge a shared understanding of what complexity means, the purpose of this article is to define the term for the field in a way that acknowledges the variety of use that is encountered in the education. Four perspectives on complexity are offered: 1) Information theory, 2) Cybernetics and general systems theory, 3) The use of complexity to describe scenarios of transformation and 4) Complexity as a metatheory. The implications of each of these four conceptualizations for educational research and practice are discussed.  

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