Critical consideration is given the empirical evidence for psychological models of religious development, its supposed relationship to other domains of psychological development, and especially, moral development. Significant problems with stage conceptions in these models augur a fundamental rethinking of religious development as a construct in developmental psychology. Model of Hierarchical Complexity has demonstrable promise for enabling greater precision in constructs and methods. This may resolve some central problems and advance research in the field.

In a spirit of collegial support, this paper argues that Beckett and Hager’s theoretical justification and empirical exemplifications do not do full justice to the complexity of group or team learning. We firstly reaffirm our support for the theoretical argument Becket and Hager make, though expressing some reservations about Complexity Theory, to explain the taken-for-granted assumptions that learning by an individual is the paradigm case of learning and that context plays a minimal role in this process. Drawing (...) on our joint and separate work, we demonstrate that Becket and Hager’s argument is less radical than it may initially seem because it is predicated on: (i) cognitive-bounded rather than “distributed” or “extended” conception of mind; (ii) material rather than a “immaterial” conception of activity; and (iii) co-present rather than a “fractional” or “connective” conception of ontology. Despite making this critique, we conclude by making the case that we are adding further substance to Becket and Hager’s overarching argument and, in doing so, encouraging them to be more radical about how they conceptualise the complexity of learning. (shrink)

This Special Issue addresses a range of educational issues linked to main themes from our 2019 book The Emergence of Complexity: Rethinking Education as a Social Science. This book elaborated two major theses that raise fundamental questions for philosophy of education. First, that learning by groups is typically a distinctive kind of learning that is not reducible to learning by individuals. Second, that a degree of holism, as against a focus on individuals, is essential for achieving a (...) convincing understanding of this distinctive type of group learning. These two theses are of direct interest to philosophy of education since they challenges the resources of received theories of learning. Yet this kind of group learning characterises the vast bulk of human learning situations that occur outside of formal education systems. In this Special Issue introductory article we, firstly, introduce some basic principles of complexity theory, and demonstrate that, together with the concept of a ‘co-present group’ (between 2 and about 12 individuals), these ideas offer develop novel understandings of the distinctive learning that occurs within such groups. Secondly, we outline and illustrate with further examples the main features of co-present groups. Thirdly, we consolidate our conceptual work by showing five ways in which our account of group learning serves to refurbish the concept of ‘learning’. (shrink)

In the post-Apartheid era South Africa’s universities have faced serious questions about the quality of their student learning in the face of near impossible challenges. The University of Cape Town, widely seen as the country’s leading higher education institution, has shown remarkable resilience, however, in the range of initiatives it has launched to support and enhance student learning. These initiatives, designed with a common purpose, are of course intended to work together so that their effects might be compounded (...) and realized in enhanced student learning outcomes. Drawing substantially on the power of compounding (which is itself redolent of the claim made by complexity theory that relations and emergence are crucial concepts), complexity theory offers unique insights into how and why things change – and also into how and why things remain largely the same or inexorably grind towards failure. The networked initiatives undertaken by the University of Cape Town constitute a case of learning refurbishment that is also well explained and understood in terms of complexity theory. This paper draws on concepts from complexity theory both to understand how learning might be enhanced in higher education institutions in severely straitened circumstances and to offer insights for education leaders and policy-makers in this domain. (shrink)

We present results from numerical studies of supervised learning operations in recurrent networks considered as graphs, leading from a given set of input conditions to predetermined outputs. Graphs that have optimized their output for particular inputs with respect to predetermined outputs are asymptotically stable and can be characterized by attractors which form a representation space for an associative multiplicative structure of input operations. As the mapping from a series of inputs onto a series of such attractors generally depends on (...) the sequence of inputs, this structure is generally noncommutative. Moreover, the size of the set of attractors, indicating the complexity of learning, is found to behave non-monotonically as learning proceeds. A tentative relation between this complexity and the notion of pragmatic information is indicated. (shrink)

Children acquire complex concepts like DOG earlier than simple concepts like BROWN, even though our best neuroscientific theories suggest that learning the former is harder than learning the latter and, thus, should take more time (Werning 2010). This is the Complex- First Paradox. We present a novel solution to the Complex-First Paradox. Our solution builds on a generalization of Xu and Tenenbaum’s (2007) Bayesian model of word learning. By focusing on a rational theory of (...) concept learning, we show that it is easier to infer the meaning of complex concepts than that of simple concepts. (shrink)

Globalized workplace is increasingly moving into complex jobs requiring their employees to exhibit complex knowledge and complex skills. Though acquiring such complex skills or knowledge requires longer time, the pace of business puts pressure on organizations to accelerate the time it takes for their employees to become proficient in their jobs. This shift has challenged the conventional training and learning strategies, structure, methods, instructional design and delivery methodologies generally used by training providers and by the (...) organizations. This paper presents the preliminary research findings of a Doctorate research carried out using Grounded theory approach with over 71 in-depth interviews with leading experts in over 40 industries. Preliminary findings suggest that certain e-learning strategies and platforms hold better potential over others to successfully accelerate time-to-proficiency of individuals in leading organizations. This paper provides first look at 10 e-learning strategies and how those could be orchestrated before, during and after a formal training program to develop job-ready learners in shorter time. (shrink)

Open peer commentary on the article “Learning about Urban Sustainability with Digital Stories: Promoting Collaborative Creativity from a Constructionist Perspective” by Maria Daskolia, Chronis Kynigos & Katerina Makri. Upshot: Creativity, collaboration and learning are fascinatingly messy and interconnected processes. Does knowledge develop by engaging in a collaborative creative process, or does existing knowledge allow us to create more creative artefacts? Does one build upon the other in a bricolage process, familiar to constructionist learning experiences? If so, how (...) can we best facilitate this type of learning? This OPC raises a number of questions that it does not attempt to answer but raises them to draw attention to the complexity of the phenomena under investigation. (shrink)

Complex vocal learning, the capacity to imitate new sounds, underpins the evolution of animal vocal cultures and song dialects and is a key prerequisite for human speech and song. Due to its relevance for the understanding of cultural evolution and the biology and evolution of language and music, the trait has gained much scholarly attention. However, while we have seen tremendous progress with respect to our understanding of its morphological, neurological and genetic aspects, its peculiar phylogenetic distribution has (...) remained elusive. Intriguingly, animals as distinct as hummingbirds and humpback whales share well-developed vocal learning capacity in common with humans, while this ability is quite limited in nonhuman primates. Yet, solving this ‘vocal learning conundrum’ may shed light on the constraints ancestral humans overcame to unleash their vocal capacities. To this end I consider major constraints and functions that have been proposed. I highlight an especially promising ecological constraint, namely the spatial dimensionality of the environment. Based on an informal comparative review, I suggest that complex vocal learning is associated with three-dimensional habitats such as air and water. I argue that this is consistent with recent theoretical advances—i.e., the coercion-avoidance and dimensionality hypotheses—and with the long-standing hypothesis that mate choice is a major driver of the evolution and origin of complex vocal learning. However, I stress that multiple functions may apply and that quantitative phylogenetic comparative methods should be employed to finally resolve the issue. (shrink)

In this article, we consider infants’ acquisition of foundational aspects of language and emotion through the lens of statistical learning. By taking a comparative developmental approach, we highlight ways in which the learning problems presented by input from these two rich communicative domains are both similar and different. Our goal is to encourage other scholars to consider multiple domains of human experience when developing theories in developmental cognitive science.

Introduction -- Simple linear causality : one thing makes another happen -- The cognitive science of simple causality : why do we get stuck? -- Domino causality : effects that become causes -- Cyclic causality : loops and feedback -- Spiraling causality : escalation and de-escalation -- Mutual causality : symbiosis and bi-directionality -- Relational causality : balances and differentials -- Across time and distance : detecting delayed and distant effects -- "What happened?" vs. "what's going on?" : thinking about (...) steady states -- What you can't see does matter : attending to obvious and non-obvious causes -- It's not always a case of who did it : minding passive and unintentional causality -- Step by step, or not : the mind-bending concept of simultaneous causality -- Figuring out what to count on : dealing with stochastic causality -- Isn't anybody in charge around here? : attending to distributed causality and emergence -- Summing up : the implications for helping a new generation understand causal complexity -- Putting it all together : teaching for causal complexity. (shrink)

A sector is a basic unit of airspace whose operation is managed by air traffic controllers. The operation complexity of a sector plays an important role in air traffic management system, such as airspace reconfiguration, air traffic flow management, and allocation of air traffic controller resources. Therefore, accurate evaluation of the sector operation complexity is crucial. Considering there are numerous factors that can influence SOC, researchers have proposed several machine learning methods recently to evaluate SOC by mining the relationship (...) between factors and complexity. However, existing studies rely on hand-crafted factors, which are computationally difficult, specialized background required, and may limit the evaluation performance of the model. To overcome these problems, this paper for the first time proposes an end-to-end SOC learning framework based on deep convolutional neural network specifically for free of hand-crafted factors environment. A new data representation, i.e., multichannel traffic scenario image, is proposed to represent the overall air traffic scenario. A MTSI is generated by splitting the airspace into a two-dimension grid map and filled with navigation information. Motivated by the applications of deep learning network, the specific CNN model is introduced to automatically extract high-level traffic features from MTSIs and learn the SOC pattern. Thus, the model input is determined by combining multiple image channels composed of air traffic information, which are used to describe the traffic scenario. The model output is SOC levels for the target sector. The experimental results using a real dataset from the Guangzhou airspace sector in China show that our model can effectively extract traffic complexity information from MTSIs and achieve promising performance than traditional machine learning methods. In practice, our work can be flexibly and conveniently applied to SOC evaluation without the additional calculation of hand-crafted factors. (shrink)

Mankind’s research on marketing has a history of hundreds of years, and it has been fruitful in continuous summary and research. Now the theory of marketing has gradually penetrated into the minds of every company and even individual. A successful marketing strategy is the inevitable result of scientific planning and effective implementation. However, the current marketing strategy has gradually failed to meet the needs of corporates. In order to find the best solution for corporate marketing strategy, we built a simulation (...) environment based on mobile computing and machine learning and compared the differences by simulating several companies of the same size in this city. The results of the study found that intelligent marketing based on machine learning is more suitable for enterprises than general marketing strategies. The efficiency of enterprises has increased by about 20%, and the income of enterprises has increased by more than 30% compared with traditional marketing strategies. This shows that the intelligent marketing strategy based on mobile computing and machine learning to build a simulated environment plays an extremely important role in the peculiarities. (shrink)

Hager and Beckett assert that a ‘characteristic feature of … assorted co-present groups is that their processes and outputs are marked by the full gamut of human experiences involved in their functioning’. My paper endorses and further develops this claim. I begin by expanding on their emphasis upon the priority of relations in terms of Dewey and Bentley’s transactionalism and Buddhist dependent co-origination and emptiness. Next, I emphasize the importance of embodied perspectives in acquiring meaning and transforming the world. Here, (...) too, we will find surprising Buddhist connections. Finally, I examine the primacy of practice: how we acquire our minds and selves by participating in shared social practices. This stance is shared by philosophers as diverse as Heidegger, Wittgenstein, and Dewey. (shrink)

Higman essentially showed that if A is any language then SUBSEQ(A) is regular, where SUBSEQ(A) is the language of all subsequences of strings in A. Let s1, s2, s3, . . . be the standard lexicographic enumeration of all strings over some finite alphabet. We consider the following inductive inference problem: given A(s1), A(s2), A(s3), . . . . learn, in the limit, a DFA for SUBSEQU). We consider this model of learning and the variants of it that are (...) usually studied in Inductive Inference: anomalies, mind-changes, teams, and combinations thereof. This paper is a significant revision and expansion of an earlier conference version [10]. (shrink)

Six characteristics of effective representational systems for conceptual learning in complex domains have been identified. Such representations should: (1) integrate levels of abstraction; (2) combine globally homogeneous with locally heterogeneous representation of concepts; (3) integrate alternative perspectives of the domain; (4) support malleable manipulation of expressions; (5) possess compact procedures; and (6) have uniform procedures. The characteristics were discovered by analysing and evaluating a novel diagrammatic representation that has been invented to support students' comprehension of electricity—AVOW diagrams (Amps, (...) Volts, Ohms, Watts). A task analysis is presented that demonstrates that problem solving using a conventional algebraic approach demands more effort than AVOW diagrams. In an experiment comparing two groups of learners using the alternative approaches, the group using AVOW diagrams learned more than the group using equations and were better able to solve complex transfer problems and questions involving multiple constraints. Analysis of verbal protocols and work scratchings showed that the AVOW diagram group, in contrast to the equations group, acquired a coherently organised network of concepts, learnt effective problem solving procedures, and experienced more positive learning events. The six principles of effective representations were proposed on the basis of these findings. AVOW diagrams are Law Encoding Diagrams, a general class of representations that have been shown to support learning in other scientific domains. (shrink)

When making decisions, humans can observe many kinds of information about others' activities, but their effects on performance are not well understood. We investigated social learning strategies using a simple problem-solving task in which participants search a complex space, and each can view and imitate others' solutions. Results showed that participants combined multiple sources of information to guide learning, including payoffs of peers' solutions, popularity of solution elements among peers, similarity of peers' solutions to their own, and (...) relative payoffs from individual exploration. Furthermore, performance was positively associated with imitation rates at both the individual and group levels. When peers' payoffs were hidden, popularity and similarity biases reversed, participants searched more broadly and randomly, and both quality and equity of exploration suffered. We conclude that when peers' solutions can be effectively compared, imitation does not simply permit scrounging, but it can also facilitate propagation of good solutions for further cumulative exploration. (shrink)

This article is about the power of critical thinking through embryos and embryology in bioart. In this instance, critical thinking does not promise revolution or a takedown of bioengineering, but basic empowerment through scientific knowledge. I argue that the use of embryos in Jill Scott’s Somabook (2011) and Adam Zaretsky’s DIY Embryology (2015) constitutes an instance of what Philip Galanter identifies as complexism. In turn, the complexism of embryology reveals two modes of critical thinking. First, embryology distils the awe and (...) wonder that come with basic scientific literacy. In turn, scientific literacy provides agency for individuals through a trifecta of feeling, belief and pragmatism: based on the frisson of curiosity and wonder that comes with recognizing biological complexity, it frees individuals from the bounds of superstition and metaphysics while building a path to fact-based problem solving. Second, as works of art bearing embryos they are part of the politics and history of embryology that emerged in contrast to genetics almost a century ago. Distinct from the coding of genetics as nucleus-centric, separate, homogeneous, a matter of being, and male, embryology was coded as cytoplasmic, interactive, heterogeneous, a matter of becoming, and feminist. (shrink)