An investigation of the student use of preparation time before speaking in class.
Reference: Humphries, S. & Takeuchi, H. (2004). An investigation of the student use of preparation time before speaking in class. Research reports: Kinki University Technical College, 20, 41-50.
It was discovered that it is better for Japanese students to be given preparation time to ease their anxiety and... more It was discovered that it is better for Japanese students to be given preparation time to ease their anxiety and improve the quality of their English output. Student responses to this investigation's questionnaire show three main points: firstly they prefer to be told in advance rather than volunteering spontaneously; secondly, they use their conceptualisation and formulation time to think in Japanese and then they translate it into English; and finally, they focus on the complexity and the accuracy of their work, but do not practice their articulation or use any speech preparation strategies. There is a concern therefore that, although students feel more comfortable with this planning time approach, they will need to be encouraged to consider their oral fluency.
Book Review of Sandra Mitchell (2009) Unsimple Truths. Science, Complexity, and Policy.
In: Science & Education (forthcoming).
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Seen by: and 1 moreBadinelli R, Barile S, Ng I, Polese F, Saviano M, Di Nauta P (2012) Viable Service Systems and Decision Making in Service Management. Journal of Service Management 2011 Naples Forum on Service Special Issue, Issue 23, No 4, forthcoming
by Irene C L Ng
Purpose –This paper aims to highlight how systems thinking contributes to decision making in uncertain contexts that... more
Purpose –This paper aims to highlight how systems thinking contributes to decision making in uncertain contexts that are characteristic of service systems. Based on the assumption that service systems face complex conditions, we posit that systems thinking may support the understanding of key issues in service management.
Design/methodology/approach – This paper proposes an interpretation of complexity in the context of service systems, which highlights the perspective change that occurs when a systems approach is adopted. The offered conceptual perspective is then brought to an operational level, in spite of the complexity of the decisions driving a viable system, by modeling a service system as a network of agents, resources, processes and decisions through the use of fuzzy logic. The paper reviews service management research streams, and takes a deeper look at the concepts of service systems and complex service systems. The paper then proceeds to discuss how systems thinking contributes to service management by proposing a systems interpretation of complexity.
Findings – Service management theories and models may be enhanced by integrating prevailing approaches, based on a quantitative and mechanistic view of service systems dynamics, with systems thinking-based meta-models that can be used in better understanding service exchanges. The findings of the paper also show how the integration of an engineering approach can be insightful to the understanding of service systems; adopting a Viable Systems Approach (VSA) as a meta-model can be useful in fully comprehending market behavior in uncertain conditions.
Research limitations/implications – The paper introduces the VSA as a useful meta-model capable of better addressing decision making in service systems under conditions of complexity. The paper also proposes the adoption of fuzzy logic models to deal with the vagueness and ambiguity that characterize complexity contexts.
Future research ought to investigate the analysis of complex phenomena, such as the service exchange, when adopting both the VSA and several operative models and constructs, in order to strengthen the observer’s capacity to understand reality.
Practical implications – The VSA’s contribution to decision making in the service exchange is clear when practitioners choose to adopt it as a meta-model that offers a terminological setting and general interpretative approaches. In this sense, practitioners may valorize this proposal to integrate its insights with operative models that support decision making in service systems and with a more powerful understanding of both the structural and operative levels characterizing their governance and development.
Originality/value – The originality of this paper lies in exploring the contribution of systems thinking, in particular of the Viable Systems Approach (VSA), to service management and decision making.
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Rethinking Transformative Learning and the concept of ‘Critical Reflection’ through the Paradigm of Complexity
Alhadeff, M. (2003). Rethinking Transformative Learning and the Concept of ‘Critical Reflection’ through the Paradigm of Complexity. In C. Aalsburg Wiessner, S. Meyer, N. Lloyd Pfhal, P. Neaman (Ed.) Proceedings of the 5th International Transformative Learning Conference (pp. 20-26). New York: Teachers College, Columbia University.
Taking as a point of departure the diversity of writings developed around the concept of “Critical Reflection”, this... more
Taking as a point of departure the diversity of writings developed around the concept of “Critical Reflection”, this paper outlines various ways to organize them beyond the traditional epistemological, theoretical and practical compartmentalizations. Through the introduction of seven principles illustrating the Paradigm of complexity (Edgar Morin), a heuristic approach is proposed to revisit one’s own look on such a field.
Rethinking the concept of ‘Critically Reflective Practice’ through the Paradigm of Complexity
Alhadeff, M. (2003). Rethinking the concept of ‘Critically Reflective Practice’ through the Paradigm of Complexity: Some Epistemological, Theoretical, and Practical Issues. In D. Flowers, M.-Y. Lee, A. Jalipa, E. Lopez, A. Schelstrate, V. Sheared (Ed.) Proceedings of the 44th Annual Adult Education Research Conference (pp. 7-12). San Francisco, CA: University of San Francisco.
Taking as a point of departure the diversity of writings developed around the concept of “Critically Reflective... more
Taking as a point of departure the diversity of writings developed around the concept of “Critically Reflective Practice”, this paper outlines various ways to organize them beyond the traditional epistemological, theoretical and practical compartmentalizations.
Through the introduction of seven principles illustrating the Paradigm of complexity (Edgar Morin), a heuristic approach is proposed to revisit one’s own look on such a field.
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Seen by: and 4 moreL'accompagnement et sa masse critique: Du Trou noir au Big Bang
Alhadeff, M. (2003, May). L’accompagnement et sa masse critique: Du trou noir au Big Bang [Coaching and its Critical Mass: From the Black Hole to the Big Bang]. Fontevraud International Conference. Fontevraud, France.
Partant du constat que la notion d'accompagnement regroupe un champ très vaste de pratiques, s'appuyant sur des... more Partant du constat que la notion d'accompagnement regroupe un champ très vaste de pratiques, s'appuyant sur des apports théoriques tout aussi diversifiés, ce texte propose une approche sémiotique susceptible de faciliter leur recoupement et l'explicitation de certains des paradoxes qui les traversent. Partant de réflexions développées au cours de ces dernières années en Sciences de l'éducation, les significations attribuées à l'idée d'accompagnement sont revisitées à partir de la dimension "critique" qui peut leur être associée. Quatre catégories de paradoxes sont ainsi envisagées: les implicites d'un accompagnement à portée critique, les paradoxes inhérents à la pluralité des formes d'accompagnement, le paradoxe d'une institutionnalisation de pratiques émancipatrices et les paradoxes inhérents à la nature à la fois générique et singulière des pratiques d'accompagnement. La mise en exergue de double contraintes inhérentes à la portée critique de l'accompagnement conduit finalement à interroger la nature du rapport au savoir qu'implique une compréhension de ces enjeux dans une perspective qui n'en réduise pas la complexité.
172 views
Seen by:Conjuguer l'hétérogénéité de la critique en sciences de l'éducation: de l'hypocrit(iqu)e à l'hypercritique
Alhadeff, M. (2004). Conjuguer l’hétérogénéité de la critique en sciences de l’éducation: De l’hypocrit(iqu)e à l’hypercritique [Articulating Heterogeneity of Critique in Educational Sciences: From Hypocrit(icism) to Hypercriticism]. In R. Arce, Farina, F., Novo, M., Egido, A., Ardoino, J., Berger, G. (Ed.), La pensée critique en éducation [Critical Thinking in Education] (pp. 34-46). Santiago de Compostela (Spain): Universidade de Santiago de Compostela.
Inspirée par certains des principes fondant une Intelligence de la Complexité (Morin) et une approche... more Inspirée par certains des principes fondant une Intelligence de la Complexité (Morin) et une approche multiréférentielle (Ardoino), la démarche entreprise dans cet article esquisse plusieurs pistes de réflexion pour tenter d'envisager et d'explorer deux phénomènes: (1) une éducation "hypocritique" correspondant à une approche monoréférentielle du travail de remise en question fragmentant l'hétérogénéité (culturelle, sociale, historique, disciplinaire, etc.) des formes de critique; (2) une éducation "hypercritique" reconnaissant la pluralité des registres de remise en question et cherchant à interroger et à organiser leurs modalités d'articulation. A travers la mise en évidence de décalages dans le traitement accordé à l'idée de critique, au sein du paysage institutionnel universitaire, et par le recours à un vocabulaire privilégiant une approche complexe, cette réflexion tente finalement de mettre en évidence la pertinence de considérer une théorie de la critique en éducation qui autorise à penser la dialogique "ordre-désordre-organisation" qui caractérise tout processus de remise en question, en même temps qu'elle fait écho au développement contemporain des savoirs académiques.
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Seen by:Complexité de la critique et critique de la Complexité en formation
Alhadeff, M. (2005). Complexité de la critique et critique de la Complexité en formation [Complexity of Critique and Critique of Complexity in Adult Education]. In J. Clenet & D. Poisson (Ed.) Complexité de la formation et formation à la complexité [Complexity of Adult Learning and Learning to Deal with Complexity] (pp. 227-241). Paris: L’Harmattan.
L'approche proposée dans cette communication se situe au centre d'une boucle qui cherche à relier les enjeux inhérents... more
L'approche proposée dans cette communication se situe au centre d'une boucle qui cherche à relier les enjeux inhérents à ce que peut susciter en formation les notions de "critique" et de "complexité". La réflexion développée interroge ainsi la façon de concevoir dans le champ de l'éducation le développement d'une posture de remise en question à visée émancipatrice inspirée par ce paradigme. Pour se faire, la démarche adoptée s'inspire des sept principes formulés par Morin autour d'une pensée complexe. La notion de "critique" en tant qu'analyseur est ainsi revisitée de façon complexe à travers le traitement qu'elle a reçu dans les Sciences de l'Education de langue anglaise et française au cours de ces dernières décennies. Dans une perspective récursive et critique, l'approche adoptée amène finalement à
questionner les présupposés à partir desquels le paradigme de la complexité lui-même est appréhendé du point de vue de la formation.
1 views
Scientific Mind, Critical Mind and Complexity: Learning from a Scientist’s Life History
Alhadeff-Jones, M. (2007, May). Scientific Mind, Critical Mind and Complexity: Learning from a Scientist’s Life History. Learning Development Institute & UNESCO 2nd International Conference. Vancouver, Canada.
The main intent of this paper is to locate a theoretical and practical framework to conceive and promote the... more
The main intent of this paper is to locate a theoretical and practical framework to conceive and promote the development of a scientific mind able to question and explore its own relationship with critique and complexity.
To do so, it appears relevant to locate first the heterogeneity of meanings associated to the idea of "critique". It is suggested to conceive a critical mind as characterized – among others – by an ability to discriminate, to evaluate, to examine, to judge and to put in crisis a work, a phenomenon, or an experience, observed or experienced. Considering a short overview of some major conceptions of critique, these considerations open the need to question how one conceives the complexity inherent to the idea of "critique", including the order, disorder and organization shaping its understanding.
Considering the meanings associated with the idea of "complexity", and the diversity of theories produced around it, brings then the questioning of assumptions through which one understands this notion. Following a brief overview of three main interpretations – reductionist, pseudo-scientific, and constructivist – the choice has been made to develop the last one, mainly through the work of Edgar Morin on a "complex way of thinking".
The following section of the paper proposes to explore the experience of critique and complexity in the practice of science, through the reference to three new notions. Because it cannot be simplified (either to organization or to disintegration), the idea of "antagonism" is first considered as a strong basis to ground a study of the complexity inherent to scientific activity. An overview of the heterogeneity of antagonisms relevant to scientific development is proposed, considering both an epistemic and experiential angle.
In order to highlight the critical dimension of scientific activity, the notion of "limit" is then introduced. Based on the author’s own experience of research, several examples are given to illustrate how the experience of working at the edge of one’s own limits constitutes a dimension characterizing scientific practice. Experiencing the limits encountered on conceptual, epistemological, practical, institutional, political, interpersonal and personal levels allows researchers to confront the antagonisms shaping their own lives and their own knowledge.
In order to understand the stakes involved with the scientific double bind (the critical need to experience tensions and crisis, as well as the complex need to control the play of antagonistic forces), the idea of "strategies of mastery" is introduced to name the faculty to dominate, control, rule or be skilled enough in order to be able to cope with them. It appears then relevant to identify various strategies developed by scientists, depending on the way they learned to relate to the experience of mastery and limits.
Because the experience of antagonisms constitutes a first step towards a complex way of thinking, and because the recognition of the potential crisis they carry constitutes a first step towards the elaboration of a critical position, it appears particularly relevant to question the learning developed by scientists to work at the edge of their own limits.
Observing the lack of literature related to the relationship between knowledge production and scientists' self-development, it is finally suggested to explore scientific activity as a lifelong learning process. This last proposition locates the use of biographical approaches in Adult education – and Educational Biography in particular – to conceive both a methodology of research and training exploring the development of a critical mind and a complex way of thinking as two crucial dimensions of scientific minds.
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Seen by:Beyond the Heterogeneity of Critique in Education: Researchers' Experiences of Antagonisms and Limits as Transformative Learning Opportunities
Alhadeff-Jones, M. (2007). Beyond the Heterogeneity of Critique in Education: Researchers’ Experiences of Antagonisms and Limits as Transformative Learning Opportunities. In P. Cranton & E. Taylor (Ed.) Proceedings of the 7th International Transformative Learning Conference (pp. 1-6). Albuquerque, NM: University of New Mexico College of Education, Central New Mexico Community College.
This paper explores how dealing with diversity in educational research appears as both an epistemic process of... more
This paper explores how dealing with diversity in educational research appears as both an epistemic process of knowledge construction, and a human experience involving collective and personal antagonisms. Considering the notion of "antagonism" and "limit" to describe the double binds inherent to scientific
practices, this reflection proposes a framework describing researcher's strategies to manage diversity.
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Seen by:Trois Générations de Théories de la Complexité: Nuances et Ambiguités
Alhadeff-Jones, M. (2008). Trois Générations de Théories de la Complexité: Nuances et Ambiguités. Programme Européen MCX “Modélisation de la Complexité”. Disponible à l’adresse: http://www.mcxapc.org/docs/conseilscient/0805michel.pdf
Le recours contemporain à la notion de "complexité" renvoie fréquemment à des démarches ayant tendance à... more
Le recours contemporain à la notion de "complexité" renvoie fréquemment à des démarches ayant tendance à unifier sa définition. En langue anglaise, sa réduction à une forme singulière (complexity theory ou complexity science) s'avère ainsi susceptible de masquer la variété des théories permettant de rendre compte des implications inhérentes au recours à cette notion. Cet article, en prenant en considération à la fois les traditions de recherche latines et anglosaxonnes, associées à la notion de complexité, suggère une approche plus nuancée, évitant la simplification de cette notion à certaines des conceptions dominantes qui y sont associées. Partant d'une approche étymologique, cet article propose d'envisager de façon chronologique l'émergence de trois générations de théories de la complexité; ce faisant, certains de leurs enracinements épistémologiques et socio-culturels sont introduits. D'un point de vue épistémologique, la réflexion proposée met en évidence certaines des interprétations hétérogènes sous-jacentes à la définition de ce qui est perçu comme complexe. Suivant une perspective anthropologique, ce texte évoque également la portée à la fois émancipatrice et asservissante susceptible d'être associée à l'idée de complexité. Sur la base des ambiguitiés mises en évidence, cet article suggère finalement de concevoir les contributions renvoyant aux théories contemporaines de la complexité, au même titre que la remise en question de leur légitimité épistémologique et éthique, à partir des boucles et des dynamiques dont elles sont constitutives. Ce faisant, les chercheurs et les praticiens en Sciences de l'éducation devraient considérer leurs pratiques en tant que processus
d'apprentissage dont la complexité renvoie autant aux transformations qu'ils étudient ou provoquent, qu'aux transformations inhérentes aux systèmes de représentations
auxquels ils ont recours pour les conceptualiser.
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Seen by: and 11 moreThree Generations of Complexity Theories: Nuances and Ambiguities
Alhadeff-Jones, M. (2008). Three Generations of Complexity Theories: Nuances and Ambiguities. Educational Philosophy and Theory, 40, 1, 66-82.
The contemporary use of the term ‘complexity’ frequently indicates that it is considered a unified concept. This may... more The contemporary use of the term ‘complexity’ frequently indicates that it is considered a unified concept. This may lead to a neglect of the range of different theories that deal with the implications related to the notion of complexity. This paper, integrating both the English and the Latin traditions of research associated with this notion, suggests a more nuanced use of the term, thereby avoiding simplification of the concept to some of its dominant expressions only. The paper further explores the etymology of ‘complexity’ and offers a chronological presentation of three generations of theories that have shaped its uses; the epistemic and socio-cultural roots of these theories are also introduced. From an epistemological point of view, this reflection sheds light on the competing interpretations underlying the definition of what is considered as complex. Also, from an anthropological perspective it considers both the emancipatory as well as the alienating dimensions of complexity. Based on the highlighted ambiguities, the paper suggests in conclusion that contributions grounded in contemporary theories related to complexity, as well as critical appraisals of their epistemological and ethical legitimacy, need to follow the recursive feedback loops and dynamics that they constitute. In doing so, researchers and practitioners in education should consider their own practice as a learning process that does not require the reduction of the antagonisms and the complementarities that shape its own complexity.
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Seen by: and 17 moreOpinion Dynamics:a multidisciplinary review and perspective on future research
by Haoxiang Xia
International Journal of Knowledge and Systems Science, 2(4): 73-92
As a key sub-field of social dynamics and sociophysics, opinion dynamics utilizes mathematical and physical models and... more As a key sub-field of social dynamics and sociophysics, opinion dynamics utilizes mathematical and physical models and the agent-based computational modeling tools, to investigate the spreading of opinions in a collection of human beings. This research field stems from various disciplines in social sciences, especially the social influence models developed in social psychology and sociology. A multidisciplinary review is given in this paper, attempting to keep track of the historical development of the field and to shed light on its future directions. In the review, we firstly discuss the disciplinary origins of opinion dynamics, showing that the combination of the social processes, which are conventionally studied in social sciences, and the analytical and computational tools, which are developed in mathematics, physics and complex system studies, gives birth to the interdisciplinary field of opinion dynamics. The current state of the art of opinion dynamics is then overviewed, with the research progresses on the typical models like the voter model, the Sznajd model, the culture dissemination model, and the bounded confidence model being highlighted. Correspondingly, the future directions of this academic field are envisioned, with an advocation for closer synthesis of the related disciplines.
Championing Ecosystem Sustainability and Health: Profile and Tribute to the Life and Work of James Kay (1954-2004)
by Martin Bunch
Waltner-Toews, D., M. J. Bunch, et al. (2004). "Championing Ecosystem Sustainability and Health: Profile and Tribute to the Life and Work of James Kay (1954–2004)." EcoHealth 1(4): 334-339.
The past decade has seen considerable developments in the integrated study of ecosystem sustainability and health.... more The past decade has seen considerable developments in the integrated study of ecosystem sustainability and health. Important developments in theory, methods, and application of this area have emerged from the work of key individuals and informal, multidisciplinary networks of peers working across continents and countries and based in governments, universities, and private organizations. This profile focuses in particular on the critical influence of James Kay as a key advocate and intellectual champion for incorporating complexity and uncertainty into the "Ecosystem approach." The intent is to provide an overview of an important era in the application of this approach to address health and sustainability concerns and to highlight the frameworks, methods, and networks that have emerged as collective acknowledgments to the life and work of James Kay (1954–2004).
Generative Structures in Cities
Co-authored with Alasdair Turner and Sean Hanna
Research in the area of Space syntax tends to be centred on static representations of the built environment and its... more Research in the area of Space syntax tends to be centred on static representations of the built environment and its embedded social logic. Lacking for the most part the element of time, this synchronous representation cannot capture the evolutionary dynamics of urban systems. In this paper, we argue that the abstract values of space-time as a dual dimension play a key role as generators of city systems. Hence, we explore the driving forces that help reproduce growing spatial networks and yet preserve their structural properties. In two case studies; Manhattan and Barcelona, synchronic states of the growing systems are analysed. The states are separated by a certain radius of time. The analysis leads to regularities that may outline a generative model embedded in the pattern of growth and marked by alternating periods of expansion and pruning. In periods of expansion, a positive feedback process operates and takes the form of exponential addition of elements. The emergence of patches on the edges follows high values of choice and is subject to the temporal configurations of the grid. Once we observe the long-term time dimensionality, we note a change in the trend of the system as it reaches its maximum boundary. Following this change, another process of reinforcing feedback is introduced to the spatial network. This process involves intensifying sparse grid structures that have witnessed high gains in centrality in prior states and a process of pruning of poorly integrated elements. Both processes aim to differentiate the spatial structure of a city hence matching that of an organic grid. The findings yield that even at events of large scale planning interventions; cities adapt the local configurations of the new uniform parts to deform in such a way as to reproduce natural growth. In this manner, cities embody the intelligent collective minds of individuals. They are trade-off products of individuals’ decisions and they adapt their behaviour by prioritising a maximum parts-whole relationship that optimises access in the spatial network. We introduce these feedback processes under a framework of a plausible generative model to simulate city growth. The model is expected to both provide a better understanding of city growth and to aid design decision making on urban and regional scales.
A complex systems approach to the evolutionary dynamics of human history: the case of the Late Medieval World Crisis
Working Paper for the European Meetings on Cybernetics and Systems Research (EMCSR) 2012, Vienna, University Campus, April 10th 2012 (http://www.emcsr.net/symposium-b-evolution-throughout-the-sciences-and
„There are few theoretical approaches to which historian respond so negatively as to the explanation of historical... more
„There are few theoretical approaches to which historian respond so negatively as to the explanation of historical processes by such theories“, the German historian Rainer Waltz states most accurately in his study on „Theories of Social Evolution and History“; there he also presents two main causes for this rejection: a moral one, the perversion of evolutionary thinking in so-called Social Darwinist theories in the 19th and 20th centuries, and a scientific one, the fear of a biologistic interpretation of human history by adopting evolutionary models (Walz, 2004). This distinguishes historical studies from other social sciences and humanities such as anthropology or sociology and even other historical disciplines such as archaeology, where evolutionary models have become part of the methodological toolkit (Renfrew & Bahn, 2008; for a rare example from the field of history of literature cf. Moretti, 2009).
Although most historians are reluctant to adopt evolutionary models (yet alone in their mathematized or sociobiologist form) for the interpretation of human past (respectively the larger or smaller period of time they are specialised in), terms such as “evolution” and concepts of evolutionary thinking such as “adaption” or “selection” are used in numerous descriptions of historical events and processes, albeit often in a metaphorical way (Walz, 2004). At the same time it is evident that major developments in human history such as the emergence of the human kind itself, of human culture and of complex social structures such as states as well as phenomena of long duration (up to the scale of “Big History” from the Big Bang until present times as it has been attempted in the last decades, Spier 2010) cannot be explained without the help of evolutionary concepts (cf. Blute, 2010; Voland, 2009); but again, these subjects refer mainly to the fields of evolutionary biologists and psychologists, anthropologists, sociologists or (prehistoric) archaeologists (cf. Yoffee, 2004). Some specialists from these disciplines have also tried to adapt such concepts for the entire human history beyond its “beginnings”, but have equally found mixed reception among historians, especially if they try to demonstrate some kind of progress in the development of humanity as for instance Steven Pinker has done most recently in his study on “Why Violence has declined” (Pinker, 2011; see also Atran, 2002; Boyd & Richerson, 2005; Morris, 2010).
In contrast to this (non)-use of evolutionary concepts for historical studies, we intend to demonstrate the benefit of a complex evolutionary approach for the analysis of a specific period of late medieval/early modern history between 1200 and 1500 CE, which has been attributed central importance for the so-called “Rise of the West”, since it saw the beginning of European overseas expansion at its end (cf. Goldstone, 2009; Morris, 2010).
In the “calamitous” 14th century, as Barbara Tuchman called it (1978), the medieval world entered a period of severe crisis in demography, economy, politics and religion. This crisis took hold in all regions, ranging from China in the East to England in the West. Even before the catastrophic pandemic of the Black Death (1346-1352), deteriorating climatic conditions had ended the period of demographic and economic expansion that began in the 10th century (Behringer, 2007; Atwell, 2001; Benedictow, 2004; Brook, 2010).
The local and regional impacts and consequences of these general crisis-laden conditions may have differed; outcomes ranged from actual societal collapse to the emergence of powerful new polities. But these conditions provide a framework for global perspective on this period and allow us to use the 14th century-crisis as a field of “natural experiments of history”, as Jared Diamond and James A. Robinson have called them (Diamond & Robinson, 2011); accordingly, we analyse how similar crisis phenomena influenced the development of societies with different (or similar) traditions, religions, institutions, geographies or ecologies (cf. also Borsch, 2005). In particular, we will analyse and compare five polities in the “Old World”, England, Hungary, Byzantium, Egypt and China, of which three disappeared around the end of this period due to the expansion of the most successful newly emerged Ottoman Empire (Byzantium in 1453, Mamluk Egypt in 1517, Hungary in 1526/1541; cf. also Preiser-Kapeller, 2011).
In order to be able to capture variations and complexities within this sample, we adopt concepts and tools provided by the field of complexity science. We understand complex systems as large networks of individual components, whose interactions at the microscopic level produce “complex” changing patterns of behaviour of the whole system on the macroscopic level. In the last decades, historians and social scientists also tried to use concepts of complexity theory for the description of phenomena in their own fields, but again often only in a “metaphoric” way (Gaddis, 2002; Hatcher & Bailey, 2001). Less frequently, though, historians have tried to make use of the mathematical foundations of complexity theory or of quantitative tools provided by this field (Kiel & Elliott, 1997; Preiser-Kapeller, 2012). Recent scholarship has implemented some of these tools especially for the construction of macro-models of socio-economic development (Goldstone, 1991; Turchin, 2003; Turchin & Nefedov, 2009).
In addition, we combine complexity theory with the analytical framework of “systems theory” developed by the German sociologist Niklas Luhmann (1927-1998) in order to capture the interdependencies between politics, economy and religion within a polity and with the political, economic and ecological environment (Luhmann, 1997; Becker & Reinhardt-Becker, 2001; Becker, 2004). Luhmann´s theory is valuable for our analysis in various aspects; it makes us aware of the reduction of environmental and social complexity which is reflected in our historical sources, and it provides a framework to approach complex mechanisms within and the dependencies between various social spheres and their environment. Its evolutionary aspects have also been analysed by Walz (2004). In addition, we employ methods and tools of network analysis, which allow us to capture, analyse and model linkages and cause-effect correlations in society, economy, politics and religion on the macro- and micro-level down to groups and individuals (Gould, 2003; Lemercier, 2005).
Overall, our analytical approach allows us to capture the “diversité véritable” without losing track of essential commonalities (the “strange parallels”, as Victor Liebermann has called them, 2009) with regard to the transformation of polities and societies and their adaption to this “first world crisis”. Thereby, the value of a framework of evolutionary dynamics for the exploration of human history will be demonstrated
References
Atran, S. (2002). In Gods We Trust. The Evolutionary Landscape of Religion. Oxford: Oxford University Press.
Atwell, W. S. (2001). Volcanism and Short-Term Climatic Change in East Asian and World History, c. 1200–1699. Journal of World History 12/1, 29-98.
Becker, F. & Reinhardt-Becker, E. (2001). Systemtheorie. Eine Einführung für die Geschichts- und Kulturwissenschaften. Frankfurt, New York: Campus Verlag.
Becker, F. (Ed.). (2004). Geschichte und Systemtheorie. Exemplarische Fallstudien. Frankfurt, New York: Campus Verlag.
Behringer, W. (2007). Kulturgeschichte des Klimas. Von der Eiszeit bis zur globalen Erwärmung. Munich: C. H. Beck.
Benedictow, O. J. (2004). The Black Death 1346–1353. The Complete History. Woodbridge: Boydell & Brewer Inc.
Blute, M. (2010). Darwinian Sociocultural Evolution. Solutions to Dilemmas in Cultural and Social Theory. Cambridge: Cambridge University Press.
Borsch, St. J. (2005). The Black Death in Egypt and England. A Comparative Study. Austin: University of Texas Press.
Boyd, R. & Richerson, P. J. (2005). The Origin and Evolution of Cultures. Oxford: Oxford University Press.
Brook, T. (2010). The troubled Empire. China in the Yuan and Ming Dynasties. Cambridge (Mass.), London: Harvard University Press.
Diamond, J. & Robinson, J. A. (Eds.). (2011). Natural Experiments of History. Cambridge (Mass.), London: Harvard University Press.
Gaddis, J. L. (2002). The Landscape of History. How Historians map the Past. Oxford: Oxford University Press.
Goldstone, J. A. (1991). Revolution and Rebellion in the Early Modern World. Berkeley: University of California Press.
Goldstone, J. A. (2009). Why Europe? The Rise of the West in World History, 1500–1850. New York: Mcgraw-Hill Higher Education.
Gould, R. V. (2003). Uses of Network Tools in Comparative Historical Research. In: J. Mahoney & D. Rueschemeyer (Eds.). Comparative Historical Analysis in the Social Sciences (p. 241-269). Cambridge: Cambridge University Press.
Hatcher, J. & Bailey, M. (2001). Modelling the Middle Ages. The History and Theory of England´s Economic Development. Oxford: Oxford University Press.
Kiel, L. D. & Elliott, E. (Eds.). (1997). Chaos Theory in the Social Sciences. Foundations and Applications. Ann Arbor, Michigan: University of Michigan Press.
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Seen by:The effects of guided careful online planning on complexity, accuracy and fluency in intermediate EFL learners’ oral production: The case of English articles
Published in "Language Teaching Research" 2012 Vol. 16 (1).
The purpose of the study reported in this article was twofold: First, to see whether guided careful online planning... more The purpose of the study reported in this article was twofold: First, to see whether guided careful online planning assists intermediate learners of English as a foreign language (EFL) in accurate oral production of English articles (an/a and the); and, second, to see whether guided careful online planning has any effects on global complexity and fluency of intermediate EFL learners’ oral language performance. Forty-five intermediate EFL learners were required to perform an oral narrative task under three planning conditions: guided careful online planning, unguided careful online planning, and pressured online planning (n = 15). Results pointed to the positive effects of guided careful online planning on the accurate production of English articles as well as the global complexity of language in learners’ speech. However, compared to pressured online planners, the global fluency of guided and unguided careful online planners was adversely affected.
The Relationship Between Working Memory Capacity and L2 Oral Performance Under Task-Based Careful Online Planning Condition
TESOL Quarterly Vol. 46 (1).
The study reported in this article aimed to investigate the way working memory capacity (WMC) interacts with careful... more The study reported in this article aimed to investigate the way working memory capacity (WMC) interacts with careful online planning—a task-based implementation variable—to affect second language (L2) speech production. This issue is important to teachers, because it delves into one of the possible task-based implementation variables and thus could assist them in making empirically informed decisions in the classroom. It also bears significance for second language acquisition (SLA) researchers, in that it could help them test claims regarding the nature of interlanguages as well as the validity of speech production models that are essential in discussing the role and psycholinguistic functioning of planning in L2 performance and L2 acquisition (Ellis, 2005, 2009).
Privative elements and their role in forming negative and affirmative transforms in Azerbaijani and English.
The contrast effect plays a very important role in defining semantic-functional,... more
The contrast effect plays a very important role in defining semantic-functional, functional and stylistic nature of negation and affirmation, their expressiveness and various intensity limits.
It is essential to focus on some types of correlation between communicative types of sentences due to observe the directions of transformation. Using the constituents of the field helps to show different structural, functional and stylistic scope of negative and affirmative forms of the sentences, as well. In this article, we tried to find out the width and complexity of the syntactic level of the language and associate it with various privative elements in negative and affirmative transformation of the sentences.
Key words: negation, negative and affirmative transformation, privative phraseological units.
