‘단순한’ 학습의 ‘복잡성’: 복잡성 과학에 비추어 본 학습 복잡계 구성과 원리

초록

The purpose of this study is to investigate the potential applicability of complexity science to the field of adult education by assuming that learning system can be regarded as a kind of complex learning system. The focus of this study is on finding out the mistakes and problems with simplifying the complexity embedded in the field and inquiry process of adult education. Most of the currently available research methodologies and epistemological approaches are lack of assuming a ontological diversity embedded in the educational realities and issues. Faced with the problems of and limitations with the traditional assumptions of adult education based upon the ancient conception of science, the main concepts and principles of complexity science are drawn to explore the possibilities of complexity science for modeling complex learning systems. The core concepts and principles of complex learning systems, such as the sensitive dependence on initial learning condition, edge of learning chaos, self-organizing learning and coevolution of learning, emergent learning, fractal learning and self-similarity, positive feedback are discussed to develop model for complex learning system. The results of this exploration reveal many theoretical and practical implications of complexity science for the field of adult education in many respects. Finally, the significance and major issues of adult education from the lens of complexity science are explored as a conclusion.

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