ERIC Number: EJ1074497
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 40
The Intelligence of Complexity: Do the Ethical Aims of Research and Intervention in Education Not Lead Us to a New Discourse "On the Study Methods of Our Time"?
Le Moigne, Jean-Louis
Complicity: An International Journal of Complexity and Education, v10 n1-2 p1-17 2013
To better appreciate the contribution of the "paradigm of complexity" in Educational sciences, this paper proposes a framework discussing its cultural and historical roots. First, it focuses on Giambattista Vico's (1668-1744) critique of René Descartes' method (1637), contrasting Cartesian's principles (evidence, disjunction, linear causality and enumeration), with the open rationality of the "ingenium" (capacity to establish relationships and contextualize). Acknowledging the teleological character of scientific inquiry (Bachelard) and the inseparability between "subject" and "object", the second part of the text explores the relevance of "designo" (intentional design) implemented by Leonardo da Vinci (1453-1519) in order to identify and formulate problems encountered by researchers. Referring to contemporary epistemologists (Bachelard, Valéry, Simon, Morin), this contribution finally questions the relationships between the "ingenio" (pragmatic intelligence), the "designo" (modeling method) and ethics. It proposes one to conceive the paradigm of complexity through the relationships it establishes between (pragmatic) action, (epistemic) reflection and meditation (ethics).
Descriptors: Ethics, Educational Research, Intervention, Systems Approach, Epistemology, Models, Research Methodology, Intelligence, History, Culture
University of Alberta. 347 Education South, Edmonton, Alberta T6G 2G5, Canada. e-mail: email@example.com; Web site: https://ejournals.library.ualberta.ca/index.php/complicity
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A