scholarly journals Totalidad y complejidad. Notas sobre la concepción del pensamiento complejo.

2021 ◽  
pp. 37-46
Author(s):  
Jorge Arturo Hurtado Lopez ◽  
Keyword(s):  
Scientific Research ◽  
Complex Thinking ◽  
Initial Approach ◽  
Complex Thought

Due to the interest that the ideas of the authors of the theory of complex thought arouse for the development of scientific research, especially that dedicated to the sciences of society, we consider that the examination of some of their concepts can contribute to the clarification of their approaches ; It is because of this that we propose in this essay to analyze the concepts of complexity and totality, from the perspective of Edgar Morin, as they appear mainly exposed in his text Introduction to complex thinking (Morin, 2008 [1990]). The theses presented in this essay are an initial approach to the work of this thinker.

scholarly journals Pensamiento Complejo, Bases Para Una Teoria Holistica De La Educacion Superior En El Rediseño Curricular/Complex Thinking, Bases for a Holistic Theory of Higher Education in Curricular Redesign

2020 ◽  
Author(s):  
E Macías ◽  
G Uquillas ◽  
M Aquino ◽  
B Macias
Keyword(s):  
Higher Education ◽  
Holistic Approach ◽  
Holistic Education ◽  
Social Processes ◽  
Philosophical Perspective ◽  
Objective Reality ◽  
Complex Thinking ◽  
Complex Thought ◽  
Holistic Theory ◽  
Theoretical Reflection

El objetivo del presente artículo, consiste en realizar una reflexión sobre la perspectiva epistemológica de la complejidad desde las perspectivas de las ciencias. En este sentido, se defiende que un enfoque holístico puede servir de ayuda activa en la enseñanza de la complejidad desde un enfoque crítico y reflexivo amparados en nuevos paradigmas. Después de la relación del pensamiento complejo y la perspectiva holística en el aprendizaje con la dimensión mente que piensa, mente que siente, y mente intuitiva en la educación, trazamos la posibilidad de configurar diseños curriculares de aprendizaje relacionalmente desde la reflexión teórica donde se destaca los nuevos contenidos y asignaturas y la teoría fundamentada en la praxis que radica, en identificar procesos sociales mediante la construcción de teoría a partir de la realidad objetiva. Terminamos formulando desde la perspectiva filosófica y desde la concepción de la realidad se desprende, metódicamente, tres tipos de formaciones profesionales integradas y simultáneas, a partir de las cuales los profesionales en formación adquieren conocimientos, valores y prácticas demostrables transversalmente, durante toda su formación. The objective of the present article consists of the analysis of the new paradigms of the holistic education and its repercussions on higher education defined by the complexity and multidisciplinary. In this sense it is argued that a holistic approach can serve as an active help in the teaching of complexity from a critical and reflexive approach supported by new paradigms. After the relation complex thought and the holistic perspective in learning with the dimension thinking mind, feeling mind and intuitive mind in education, we design the possibility of figuring out learning curricular designs rationally from the theoretical reflection where the new contents and subject matters are outstanding as well as the theory based on the praxis which leads to identify social processes through the construction of theory from objective reality. We conclude by formulating from the philosophical perspective and the reality conception methodically three types of integrated and simultaneous professional formations from which professionals in formation acquire knowledge, cross demonstrable practices and values during all their formation. Palabras claves: Pensamiento complejo, educación holística, cerebro triuno afecto, rediseño curricular. Keywords: Complex thought, holistic education, triune brain, curricular redesign.

scholarly journals ECOLOGIZING KNOWLEDGE, REVERBERING FOR TEACHING BEING-DOING IN (POST)PANDEMIC TIMES

2021 ◽  
Vol 9 (2) ◽  
pp. 315-328
Author(s):  
Márcia Boell ◽  
Arlene Aparecida de Arruda ◽  
Lucila Guedes de Oliveira ◽  
Eliana Maria do Sacramento Soares
Keyword(s):  
Digital Technology ◽  
Teaching Practice ◽  
Basic Education ◽  
Male Teachers ◽  
Theoretical Concepts ◽  
Technology Learning ◽  
Complex Thinking ◽  
Word Cloud ◽  
Complex Thought ◽  
Education Network

We present results of a study about the challenges of teaching practice in the context of the pandemic that we lived in 2020. We take complex thinking as the guiding thread to ecologize knowledge and establish relationships and reflections with the voices of female and male teachers in the basic education network that worked with this scenario. In this context, ecologize has the meaning of knowing oneself and the other, based on conceptual pluralities and valuing life. The methodological path was inspired in Bernard Charlot's methodological instrument (2009) for the generation and understanding of the voices of female and male teachers who lived the investigated daily life. The aforementioned instrument, called “balances of knowledge”, allowed the analysis of the data generated, which is represented in a picture, a word cloud where the meanings of being and teaching in the path of the year of the pandemic lived are, the main voices being expressed: ecologize, emergency, digital technology, learning, feelings, meaningful, innovation, learning, fabrics, possibilities and transformation. The interconnections between these voices and the theoretical concepts outlined in the study reverberate movements towards the knowledge of the self, giving meaning, with activation of complex thought networks, that the image of the figures that we present may signal new ways to face the challenges of the situations experienced.

scholarly journals INTRODUÇÃO A PESQUISA SOBRE FORMAÇÃO DE PROFESSORES FUNDAMENTADA NO PENSAMENTO COMPLEXO

2021 ◽  
Vol 28 (2) ◽  
pp. 188
Author(s):  
Monica Aparecida Rodrigues Luppi ◽  
Marilda Aparecida Behrens ◽  
Ricardo Antunes de Sá
Keyword(s):  
Teacher Education ◽  
Qualitative Approach ◽  
Teacher Formation ◽  
Complex Thinking ◽  
Complex Thought ◽  
Cognitive Principles

Este estudo apresenta aspectos sobre o desenvolvimento de pesquisa na perspectiva da teoria do Pensamento Complexo, problematizando as relações que se estabelecem a partir dos objetos de estudo que emergem nas pesquisas sobre Formação Inicial de Professores e pela compreensão dos princípios cognitivos propostos na visão da complexidade. A pesquisa é teórica, tem abordagem qualitativa, é exploratória e descritiva. Os resultados indicaram a multiplicidade de fatores que envolvem a diversidade de objetos de estudo, a tessitura de relações presentes e as associações estabelecidas e percebidas na investigação que se fundamenta nesta teoria por meio dos princípios cognitivos propostos para a reforma do pensamento e procura contribuir com conhecimentos que fundamentam a Ciência da Educação. Palavras-chave: formação inicial de professores; pensamento complexo; princípios cognitivos; pesquisa em Educação.INTRODUCTION RESEARCH ON TEACHER EDUCATION BASED ON COMPLEX THOUGHTAbstract This study presents aspects about the development of research from the perspective of the Complex Thought theory, problematizing the relations established by the objects of study that emerge in the researches about Initial Teacher Formation and by the understanding of the cognitive principles proposed in the complexity view. The research is theoretical, has a qualitative approach, is exploratory and descriptive. The results indicated the multiplicity of factors that involve the diversity of objects of study, the structure of present relations and the associations established and perceived in the research that is based on this theory through the proposed cognitive principles for the reform of the thought and seeks to contribute knowledge which underpin the Science of Education.Keywords: initial teacher formation; complex thinking; cognitive principles; research in Education.INTRODUCCIÓN INVESTIGACIÓN SOBRE FORMACIÓN PROFESIONAL BASADA EN PENSAMIENTO COMPLEJOResumenEste estudio presenta aspectos sobre el desarrollo de la investigación desde la perspectiva de la teoría del Pensamiento Complejo, problematizando las relaciones que se establecen a partir de los objetos de estudio que surgen en la investigación sobre Formación Inicial Docente y mediante la comprensión de los principios cognitivos propuestos en la visión de la complejidad. La investigación es teórica, tiene un enfoque cualitativo, es exploratoria y descriptiva. Los resultados indicaron la multiplicidad de factores que involucran la diversidad de objetos de estudio, el tejido de las relaciones presentes y las asociaciones establecidas y percibidas en la investigación que se fundamenta en esta teoría a través de los principios cognitivos propuestos para la reforma del pensamiento y busca contribuir con conocimientos que fundamentan la Ciencia de la Educación.Palabras clave: formación inicial del profesorado; pensamiento complejo; principios cognitivos; investigación en Educación.

Ray Jackendoff's phenomenology of language as a refutation of the 'appendage' theory of consciousness

1996 ◽  
Vol 4 (1) ◽  
pp. 125-137 ◽  
Author(s):  
Ralph D. Ellis
Keyword(s):  
Focus Of Attention ◽  
Conscious Awareness ◽  
Direct Part ◽  
Computational Process ◽  
Intentional Objects ◽  
Physical Mechanisms ◽  
Complex Thinking ◽  
Complex Thought ◽  
Conscious Process ◽  
The Brain

Since Jackendoff has shown that language facilitates abstract and complex thought by making possible subtle manipulations of the focus of attention, and since the kind of attention relevant here is attention to aspects of intentional objects in conscious awareness, it follows that the abstract and complex thinking that language facilitates owes much to the working of a conscious process. This, however, conflicts with Jackendoff's view of consciousness as something which does not play a direct part in thinking, but is only a byproduct of a non-conscious computational process in the brain which does the real thinking. I argue that, since Jackendoff s phenomenology of language shows that attention plays such an important part in thinking, yet language can help us attend only to what we are conscious of consciousness does play an important part in thinking. Moreover, consciousness cannot be merely an epiphenomenal byproduct separable in principle from underlying physical mechanisms, because this would imply that consciousness itself is not physical, which would lead to dualism. But if consciousness is inseparable from its physiological substratum, then it also causes whatever effects the physiological substratum causes.

Complex Thinking as a Result of Incongruent Information Exposure

2017 ◽  
Vol 46 (2) ◽  
pp. 217-245 ◽  
Author(s):  
Cengiz Erisen ◽  
David P. Redlawsk ◽  
Elif Erisen
Keyword(s):  
Cognitive Structure ◽  
Motivated Reasoning ◽  
Political Information ◽  
Integrative Complexity ◽  
Affective Valence ◽  
Complex Thinking ◽  
Political Views ◽  
Complex Thought ◽  
Policy Statements ◽  
Incongruent Information

In this article, we explore whether incongruent information influences what people recall to mind about a presidential candidate’s policy statements. We investigate whether the volume of people’s political thoughts, their ability to produce arguments, the affective valence of these thoughts, and their integrative complexity are influenced by the congruency between new political information and prior political convictions. We conducted an experiment via MTurk manipulating the congruency of information with respect to ideology. Our results show that incongruency significantly alters how people think about politics. Incongruent information increases integrative complexity of the opposing thoughts, becomes more voluminous, and includes more rationales. Moreover, these defensive thoughts are significantly more negative and less positive about the incongruent information. Parallel to what studies on motivated reasoning demonstrated, we also find that politically knowledgeable people in particular seem to strengthen their thoughts’ cognitive structure while defending their priors against information counter to their political views. We further discuss the general effects of these results and the importance of challenges to existing beliefs in generating complex thought systems.

Statistical analysis of classification

1966 ◽  
Vol 24 ◽  
pp. 188-189
Author(s):  
T. J. Deeming
Keyword(s):  
Multivariate Analysis ◽  
Statistical Analysis ◽  
Classification Scheme ◽  
Analytical Procedure ◽  
Narrow Band ◽  
Scientific Research ◽  
Maximum Amount ◽  
Amount Of Information

If we make a set of measurements, such as narrow-band or multicolour photo-electric measurements, which are designed to improve a scheme of classification, and in particular if they are designed to extend the number of dimensions of classification, i.e. the number of classification parameters, then some important problems of analytical procedure arise. First, it is important not to reproduce the errors of the classification scheme which we are trying to improve. Second, when trying to extend the number of dimensions of classification we have little or nothing with which to test the validity of the new parameters.Problems similar to these have occurred in other areas of scientific research (notably psychology and education) and the branch of Statistics called Multivariate Analysis has been developed to deal with them. The techniques of this subject are largely unknown to astronomers, but, if carefully applied, they should at the very least ensure that the astronomer gets the maximum amount of information out of his data and does not waste his time looking for information which is not there. More optimistically, these techniques are potentially capable of indicating the number of classification parameters necessary and giving specific formulas for computing them, as well as pinpointing those particular measurements which are most crucial for determining the classification parameters.

The initial approach to a chemical and nuclear terrorism event

2003 ◽  
Vol 3 (3) ◽  
pp. 477-505 ◽  
Author(s):  
J LEIKIN ◽  
R MCFEE ◽  
F WALTER ◽  
R THOMAS ◽  
K EDSALL
Keyword(s):  
Initial Approach ◽  
Nuclear Terrorism

Social-Scientific Research Competency

2019 ◽  
Vol 35 (5) ◽  
pp. 737-750 ◽  
Author(s):  
Christopher Gess ◽  
Christoph Geiger ◽  
Matthias Ziegler
Keyword(s):  
Higher Education ◽  
Test Scores ◽  
Research Performance ◽  
Scientific Research ◽  
Research Education ◽  
Crystallized Intelligence ◽  
Research Competency ◽  
Social Scientific Research ◽  
Social Scientific ◽  
Education Courses

Abstract. Although the development of research competency is an important goal of higher education in social sciences, instruments to measure this outcome often depend on the students’ self-ratings. To provide empirical evidence for the utility of a newly developed instrument for the objective measurement of social-scientific research competency, two validation studies across two independent samples were conducted. Study 1 ( n = 675) provided evidence for unidimensionality, expected differences in test scores between differently advanced groups of students as well as incremental validities over and above self-perceived research self-efficacy. In Study 2 ( n = 82) it was demonstrated that the competency measured indeed is social-scientific and relations to facets of fluid and crystallized intelligence were analyzed. Overall, the results indicate that the test scores reflected a trainable, social-scientific, knowledge-related construct relevant to research performance. These are promising results for the application of the instrument in the evaluation of research education courses in higher education.

Scientific Research on Yoga and Meditation

1978 ◽  
Vol 23 (5) ◽  
pp. 356-358
Author(s):  
ALCINE POTTS LUKENBACH
Keyword(s):  
Scientific Research
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