educational theory in complexity paradigm: an ontologic perspective

the main purpose of this research is the presentation of some prerequisites of educational theorizing with regard to ontologic components of complexity paradigm. for this purpose, by using the philosophical methods, after making mention of how ontologic components of simplicity paradigm (naive realism, linear causation, determinism) influence contemporary educational theories, ontologic components of complexity paradigm (complex critical realism, structural determinism, complex causation) were defined. then, some prerequisites of educational theorizing based on these components were studied. in this regard, educational system is a complex supersystem, self-organized and multilayer that in every layer, there are subsystems with alements and correlated actors (humans and nonhumans) which act in complex mechanisms. this set of correlations makes a widespread network wich according to actor-network theory and whith emphasis on context of educational system make new qualifications for knowledge producing and new conceptulising of learning and learner. regarding to nature of universe transitions, also the most important purpose of curriculums is to participate students in their universe or the creation of a new universe.