Education and development as complex dynamic agent systems::how theory informs methodology

This chapter argues that the integrative theory that can serve as the basis of integrative methodology is the theory of complex dynamic agent systems. It explains this general theory by focusing on teaching–learning processes in the educational context, and on pedagogical actions and dynamic assessment in the classroom. A complex dynamic system can be defined as a network of components that interact with each other. Self-organization means that the network of components organizes itself into a particular pattern of temporarily self-sustaining relationships among components. “Self-sustaining” means that systems resist external perturbations, at least to a certain extent. External perturbations, when they occur, may function for the better or for the worse. Emergence means that the interactions between the components of a system lead to the origination of properties that are new, in the sense that they transcend the properties of the components taken separately

Review of ‘A true love story. Young people’s romantic and sexual development in the context of everyday life’

Wieke Dalenberg. A true love story. Young people’s romantic and sexual development in the context of everyday life. Groningen: University of Groningen, 2016, 147 p., ISBN 978 94 6332 100