Generative Complexity In A Complex Generative World

This book introduces a refreshing approach to twenty-first-century scientific approach in an age, which is also known as the Century of Complexity. It deals with the deep problem of complexity, being operative from the bottom-up. The current lack of understanding of complexity has led scholars into the so-called embarrassment of complexity. A long overdue paradigm shift is necessary to address complexity as generative complexity and brings readers to the edge of a scientific revolution: that is, a generative revolution in the Century of Complexity. The book offers a radical shift of paradigm from the paradigm of simplifying into the new generative paradigm of complexifying about processes that develop from the bottom-up. The book links complex generative reality with a corresponding radical new generative nature of order and explores new fronts in science. This book explores innovative concepts of interaction, of causality, of the unit of study, and of reality itself and enables readers to see complexity as generative, emergent complexity as being operative from the bottom-up. The book discusses and suggests solutions for the problem of complexity in this Century of Complexity. The author provides a new understanding of complexity based on a generative flux of forces and relations. The book aims to bring about a fundamental and foundational change in how we view and ‘do’ science for an interdisciplinary audience of academics ranging from social science and humanities to economy and biology.

This book capitalizes on the developments in dynamical systems and education by presenting some of the most recent advances in this area in seventeen non-overlapping chapters. The first half of the book discusses the conceptual framework of complex dynamical systems and its applicability to educational processes. The second half presents a set of empirical studies that that illustrate the use of various research methodologies to investigate complex dynamical processes in education, and help the reader appreciate what we learn about dynamical processes in education from using these approaches.

The underlying idea and motive for the book is that the notion of complexity may humanize the social sciences, may conceive the complex human being as more human, and turn reality as assumed in our doing social science into a more complex, that is a richer reality for all. The main focus of this book is on new thinking in complexity, with complexity to be taken as derived from the Latin word complexus: ‘that which is interwoven.’ The trans-disciplinary approach advocated here will be trans-disciplinary in two ways: firstly, by going beyond the separate disciplines within the fields of both natural sciences and social sciences, and, secondly, by going beyond the separate cultures of the natural sciences and of the social sciences and humanities.

With the advent of electronic databases, information technologies, and the Internet, organizations now more than ever have easy access to all the knowledge they need to conduct their affairs. Identifying the useful information in all that data, however, can pose a challenge. Knowledge Discovery, Transfer, and Management in the Information Age brings together the latest empirical research in knowledge management practices and information retrieval strategies to assist organizations in effectively and efficiently utilizing the data at their disposal. Academics, managers, researchers, and professionals within the field of knowledge management will make use of this book to increase their understanding of best practices in the manipulation of information resources.

The world is moving into a new era of the knowledge economy. In the past decade, the significance of developing knowledge has grown to a level where it is now dominating other socio-economic factors. Systems Approaches to Knowledge Management, Transfer, and Resource Development provides a new view of knowledge management through the lens of systems approach, which looks at each part of the knowledge management system as a section of the full overview. This cutting-edge resource will be essential for academicians, scientists, practitioners, and industry professionals as all of these individuals work toward a new understanding of knowledge and information management practices in the 21st century.

This book focuses on the topic of the multiple-stakeholders that comprise the education community across the P-20 continuum. In various ways and forms, the authors of the chapters found within this book promote the importance of engaging with the diverse array of stakeholders in order to truly improve education in an increasingly interconnected world. The book itself is divided into two major arcs, the first of which covers community relations and stakeholder engagement in P-12 schools, while the second addresses those same issues in higher education. When one considers the activities that take place within education institutions, there is a realization that they are influenced and driven by much more than just the educators and administrators who occupy the schools. In the editors’ own work, (e.g., see Tran & Bon, 2016), the importance of the inclusion of the viewpoints and inputs of multiple-stakeholders in school decisions when appropriate has been consistently argued, given that the school is considered by many to be a social and communal environment. To address these issues, in this text, this book is lucky to have a collection of peer-reviewed writing that explore various aspects of how multiple-stakeholder input can be used to improve school decisions.

This book, which resulted from an intensive discourse between experts from several disciplines – complexity theorists, cognitive scientists, philosophers, urban planners and urban designers, as well as a zoologist and a physiologist – addresses various issues regarding cities. It is a first step in responding to the challenge of generating just such a discourse, based on a dilemma identified in the CTC (Complexity Theories of Cities) domain. The latter has demonstrated that cities exhibit the properties of natural, organic complex systems: they are open, complex and bottom-up, have fractal structures and are often chaotic. CTC have further shown that many of the mathematical formalisms and models developed to study material and organic complex systems also apply to cities. The dilemma in the current state of CTC is that cities differ from natural complex systems in that they are hybrid complex systems composed, on the one hand, of artifacts such as buildings, roads and bridges, and of natural human agents on the other. This raises a plethora of new questions on the difference between the natural and the artificial, the cognitive origin of human action and behavior, and the role of planning and designing cities. The answers to these questions cannot come from a single discipline; they must instead emerge from a discourse between experts from several disciplines engaged in CTC.