Human And Moral Development In Education

Centre for the Study of
Human And Moral Development In Education

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Introducing DST in Teacher Education

July 2010,

The dynamics of emergent self-organisation: Reconceptualising child development

Kim & Sankey in the Australian Journal of Teacher Education, 35(4), 79-98.> more info

 

Introducing DST in Dental Education

November 2011,

Dynamic systems (complexity) theory as a new conceptual model for researching PBL in dental education

Kim & Sankey with Grant Townsend (Univ. of Adelaide) in the European Journal of Dental Education, 16(1), 43-51.> more info

 

APNME2015

Centre for the Study of Human And Moral Development In Education
Welcome to HAMDIE

This cyber Centre, initially established as part of a project funded by the T.J. Park Posco Foundation in South Korea, is dedicated to the application of Dynamics Systems Theory (DST), its conceptual framework and key concepts, in exploring and enhancing scientific understanding of the dynamic and highly complex nature of human and moral development.

The context of that exploration on this website is education, including professional education (teacher education, dental education, business education etc.) and teaching and learning in schools. The Centre is currently run from Sydney, Australia, though its outreach is global.

Human Development has a long pedigree, much of it influenced by cognitive developmental theory (Piaget) and social cultural theory (Vygotsky). Although these provided theoretical perspectives on the nature of development and learning, they were nevertheless formulated prior to 'dynamic systems' or 'complexity' theory in developmental science. Unlike DST, they also had very little to say about the brain and its development, as the foundation of all human and moral development. Indeed, the human brain and its lifelong development is the most complex dynamic system found on Planet Earth.

Mainstream developmental science has recently been undergoing considerable change, partly as a result of incorporating insights from neuroscience, but also, for many scholars, as a result of adopting dynamic systems theory as an overarching metatheory for human development. Yet, this shaking of theoretical foundations in mainstream developmental science over the past two decades has hardly begun to permeate education.

However, that is not the case at the University of Sydney, in teacher education, where DST and aspects of neurobiology form an integral part of the core compulsory undergraduate Unit on Human Development and Education, the M.Ed Unit on Human Development in Context and for higher degree students undertaking research in Human Development.

You will find further information on this website about all the topics mentioned above and much more, including a deep appreciation in pictures and words of the awe-inspiring, dynamic and complex natural world in which we human beings find ourselves.

Welcome to HAMDIE. We hope you find it interesting, relevant and insightful.

 








Picture: Cherry blossom time in Seoul, Korea.

Tags: moral development, human development, Dynamic Systems Theory, complexity theory, emergent self-organisation, teacher education, child development, brain development

20 January, 2015

 
2015 Centre for the Study of Human And Moral Development In Education