In _Complexity and Postmodernism_, Paul Cilliers explores the idea of complexity in the light of contemporary perspectives from philosophy and science. Cilliers offers us a unique approach to understanding complexity and computational theory by integrating postmodern theory into his discussion. _Complexity and Postmodernism_ is an exciting and an original book that should be read by anyone interested in gaining a fresh understanding of complexity, postmodernism and connectionism.

This work provides an overview of the pragmatic understanding of knowledge and the acquisition of knowledge, and its implications for the conduct of educational research. It focuses on the work of John Dewey, and examines the relationship between pragmatism and educational research.

Poststructuralism and complexity are plural and diverse modes of thought that share a common subscription to the `anteriority of radical relationality'. They nonetheless subscribe to a different ethic of life because they address the anteriority of radical relationality in different ways. Complexity remains strategic in its bid to become a power-knowledge of the laws of becoming. It derives that strategic ethic from its scientific interest in the implicate order of non-linearity that is said to subvert Newtonian science. Poststructuralism is poetic. (...) It derives its poetic ethic from Heidegger and from the reworking of orphic and tragic sensibilities to radical relationality with the radically non-relational. Observing that all poetry is complexity avant la lettre, the article illustrates these points with the Odyssey and concludes that while complexity is ultimately concerned with fitness, poststructuralism is preoccupied with justice. (shrink)

Among educational theorists and philosophers there is growing interest in the work of Jacques Derrida and his philosophy of deconstruction. This important new book demonstrates how his work provides a highly relevant perspective on the aims, content and nature of education in contemporary, multicultural societies.

[Time, the fundamental dimension of our existence, has fascinated artists, philosophers, and scientists of every culture and every century. All of us can remember a moment as a child when time became a personal reality, when we realized what a "year" was, or asked ourselves when "now" happened. Common sense says time moves forward, never backward, from cradle to grave. Nevertheless, Einstein said that time is an illusion. Nature's laws, as he and Newton defined them, describe a timeless, deterministic universe (...) within which we can make predictions with complete certainty. In effect, these great physicists contended that time is reversible and thus meaningless. (shrink)

The distinguished author of books on psychology, ethics, and politics, John Dewey specialized in the philosophy of education. In this landmark work on public education, Dewey discusses methods of providing quality public education in a democratic society. First published close to 90 years ago, Democracy and Education sounded the call for a revolution in education, stressing growth, experience, and activity as factors that promote a democratic character in students and lead to the advancement of self and society. Unabridged reproduction of (...) the classic 1916 edition. (shrink)

The term ‘emergence’ often causes confusion in science and philosophy, as it is used to express at least two quite different concepts. We can label these concepts _strong_ _emergence_ and _weak emergence_. Both of these concepts are important, but it is vital to keep them separate.

This 1983 book is a lively and clearly written introduction to the philosophy of natural science, organized around the central theme of scientific realism. It has two parts. 'Representing' deals with the different philosophical accounts of scientific objectivity and the reality of scientific entities. The views of Kuhn, Feyerabend, Lakatos, Putnam, van Fraassen, and others, are all considered. 'Intervening' presents the first sustained treatment of experimental science for many years and uses it to give a new direction to debates about (...) realism. Hacking illustrates how experimentation often has a life independent of theory. He argues that although the philosophical problems of scientific realism can not be resolved when put in terms of theory alone, a sound philosophy of experiment provides compelling grounds for a realistic attitude. A great many scientific examples are described in both parts of the book, which also includes lucid expositions of recent high energy physics and a remarkable chapter on the microscope in cell biology. (shrink)

NOW IN PAPERBACK"€"Starting from a collection of simple computer experiments"€"illustrated in the book by striking computer graphics"€"Stephen Wolfram shows how their unexpected results force a whole new way of looking at the operation of our universe.

University of Copenhagen University of Copenhagen University of Copenhagen Blegdamsvej 17 Njalsgade 80 Njalsgade 80 DK-2100 Copenhagen Ø DK 2300 Copenhagen S DK-2300 Copenhagen S Denmark.