Open intransitivity cycles in development and education: Pathways to synthesis |
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Authors: | Jaan Valsiner |
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Institution: | 1. Frances L. Hiatt School of Psychology, Clark University, 950 Main Street, 01610-1477, Worcester, Ma., U.S.A.
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Abstract: | Development as an open-systemic phenomenon involves feed-forward processes that guide the organism to face always uncertain
future states of its relations with the environment. This creates a major conceptual problem for science — and a practical
one for education — its theoretical terms need to captureboth the certain and uncertain aspects of the developing system. Psychological theory has failed to model developmental processes
since it has been built on static ontology of being, rather than on the epistemology of becoming. This contrast is accentuated
by the use of transitivity relations in psychological models which are axiomatically closed to the open-endedness of the future
in conjunction with the uniqueness of the past-to-present trajectory. Flexibility of developing systems is guaranteed by intransitivity
cycles that set up conditions for their own rupture. Development as multi-level interdependent process requires breaking of
intransitivity cycles and is organized as an autocatalytic process. Novelty is the key feature in all developing systems,
and our formal models in psychology need to open the process of emergence for empirical and theoretical inquiry. Implications
of such theoretical reconstruction for educational practices will be discussed — demonstrating that (a) education is necessarily
open-ended and constructive process, and (b) outcomes of educational efforts cannot be predicted — while setting the direction
towards educational goals is the key to any outcomes. |
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