全球教育展望

参考文献

[1]参见Brian Castellani(2009)的复杂性科学图以及与此相关的社会学研究(Castellani&Hafferty,2009)。请注意,在某些科学专门领域有关复杂性系统的研究似乎早在19世纪70年代就出现了,如Willard Gibbs有关多相化学热力学的开创性研究(参见Weaver,1948)。

[2]20世纪80年代和90年代早期对混沌和复杂性问题进行探究的其他教育学者还包括Daiyo Sawada&Michael Caley(1985),Catherine Ennis(1992),Bill Green&Chris Bigum(1993)和我(Gough,1991)。这些早期的研究有些几乎专门集中于混沌理论,这一理论解释了动态系统中显然是复杂行为的一个原因,即某些系统对初始条件中的变量的敏感性。尽管混沌系统是确定的,但他们并不是可预测的,因为初始条件中的小误差(如在数值计算中由化整而引起的误差)可以产生差异巨大的结果。复杂系统不是可预测的,因为他们不是确定的;自组织(即,我们所理解的模式或秩序)是从多重的交往中突现的。

[1]第二个版本(与Howard Odum合著)于1959年出版,第三个版本(独著)于1971年出版。根据Odum的传记作家,BettyJean Craige(2001)记载,他的教科书《基础生态学》(1983),“实际上是《生态学基本原理》的第四个版本”(p.191)。Odum的思想作为生态学发展中的后沿观念仍继续存在着,他的第五版教科书(Odum&Barrett,2005)在他去世后的第三年面世了。

[2]例如,参见《环境教育研究》,4(4),1999的来稿,这期特刊是关于重要人生经历的研究,特约编辑为Tanner。

[1]“混合法”相对来说是新近出现的,这体现在一些出版物的出版时间上,如第一本《社会和行为研究中的混合法手册》(Tashakkori&Teddlie,2003)和新创办的期刊《混合法研究》,首次于2007年1月发行;参加http://mmr.sagepub.com

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