David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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World Futures 67 (4-5):253 - 265 (2011)
Complexity, in conceptualizing life as self-organizing, dynamic, and emergent, offers evocative metaphors for making sense that are not bound to linearity or certainty. We utilize complexity as a conceptual framework in teaching related to various aspects of the humanities and social sciences (business, organization, and management studies, ethics, social and political change, health, spirituality). In this article, we reflect on our use of complexity in addressing the teaching challenge inherent in encouraging complex epistemic cognition: thinking about thinking through a complexity framework
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