Small human complex systems, here called co-present groups, are found across all fields of human social life. Complexity thinking suggests why this is so: that these groups, irrespective of formal content, have a meta-function of providing maximum complexity to manage the "indeterminacy" or "uncertainty" that characterises the…

Through philosophical reasoning, this article will argue for two theses, which function as two sides of the same coin. The first thesis is that Education for Sustainable Development (ESD), as a science and in addition to numerous concrete individual studies, must work self-reflexively on a common and tentatively formal theory of ESD. The first…

A central feature of complexity is that it is based on non-linear, recursive relations. However, in most current accounts of complexity such relations, while non-linear, are based on the reductive relations of a Newtonian onto-epistemological framework. This means that the systems that are emergent from the workings of such relations are a…

The paper examines some philosophical aspects of translation as a metaphor for education--a metaphor that avoids the closure of final definitions, in favour of an ongoing and tentative process of interpretation and revision. Translation, it is argued, is a complex process involving language, within and among cultures, and in the exercise of power.…