the theory of simplexity in home economics education as an enabling lifelong learning strategy to...

Erika M. PaceProf. Paola AielloProf. Maurizio Sibilio

The Theory of Simplexity in Home Economics Education

as an Enabling Lifelong Learning Strategy to Face Complexity

Università degli Studi di Salerno

Department of Humanities, Philosophy and Education

(Dipartimento di Scienze Umane, Filosofiche e della Formazione)

University of SalernoResearch Interests:

Inclusive and Special Needs Education, Teacher Education, Non-linear Trajectories in Didactics, Technology in Education

Motor Activity, The Role of the Body in Educational Research, Health and Wellbeing


Complexity in

the 21st Century

The Theory of Simplexity

Presentation Outline

HOME ECONOMICS

AS A SUBJECT AND A

PROFESSION

Lifelong Learning Competences


Complexity in the

21st Century

Unpredictability and

Instability

Key

wor

ds

Lifelong Learning

Competences

Simplexity

Interdisciplinarity

Happy, Healthy and Productive

LifeTransversal Competence

sKnowledge, skills

and attitudes required


Key Characteristic of Home Economics Education

“The disciplinary diversity coupled with the aim of achieving optimal and sustainable living means that home economics has the potential to be

influential in all sectors of society by intervening and transforming political, social, cultural, ecological, economic and technological systems at glocal

level.” IFHE (2008)


Key Characteristic of Home Economics Education

Recognises that the “coalescing of disciplinary knowledge is essential because the phenomena and challenges of everyday life are not typically one-dimensional” (IFHE, 2008).

“Home economics provides young people with the opportunity to consider problems beforehand, contributing to development of self-reliant attitudes and abilities and a sense of social responsibility” Smith and de Zwart (2010, p.21).


Complexity in the 21st Century

Fast social, cultural, economic and technological change leading to

obsolescence of knowledge and skills (Michel, 2001) within knowledge-based economies (OECD, 1996);

unpredictable environment in constant evolution (Siblio, 2014).


Complexity in the 21st Century

We need new

competences!


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ySurvival kit in terms of knowledge, competences and values (OECD, 1994).

Suggested areas to be covered: 1. orientation in the political, social, and

economic world;2. problem solving capacity in everyday and

critical key situations;3. communication skills; 4. degree of autonomy (measured through

self perception);5. perception of critical human values (e.g.,

prejudice versus tolerance, solidarity, etc.)(Salganik, Rychen, Moser & Konstant, 1999)


Defining Competence

The capacity to handle a task or group of tasks, by setting in motion and orchestrating one’s own internal, cognitive, affective and motivational resources and utilizes the external resources available in a coherent and profitable manner. (Pellerey, 2004)


Transversal CompetencesTransversal competences are a systematic combination of mutually-complementary tools which include knowledge, skills, and attitudes that, depending on the needs arising from the different contexts and the objectives one intends to reach, are elegantly interwoven to produce efficient and

effective behaviours.


Different Fields and Disciplines, Similar Proposals...

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OECDi) using tools interactively;ii) interacting in heterogeneous groups;iii) acting autonomously;At the heart of this framework lies the ability of reflective thought and action (OECD, 2005 Executive Summary).

UNESCOi) learning to live togetherii) learning to knowiii) learning to doiv) learning to be (Delors et al., 1996)

WHOComplementary life skills paired to reveal 5 main life skills areas, which are the foundation for psychosocial competence. The core skills identified were: i) decision making and problem solving, ii) creative thinking and critical thinking, iii) effective communication and interpersonal relationship skills, iv) self-awareness and empathy, and v) coping with emotions & coping with stress. (WHO, 1997).



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The ‘European Reference Framework on Key Competences for Lifelong Learning’:

i. communication in the mother tongue;ii. communication in the foreign languages;iii. mathematical competence and basic

competences in science and technology;iv. digital competence;v. learning to learn;vi. interpersonal, intercultural and social

competences and civic competences;vii. entrepreneurship; andviii.cultural expression (OJEU, 2006)



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Seven Complex Lessons in Education for the Future

“seven facets of essential knowledge [that] should be covered, without exclusivity or exclusion, in education for the future in all societies in every

culture, according to the means and rules appropriate to those societies and cultures”

(p.11). i. Detecting error and illusion ii. Principles of pertinent knowledgeiii. Teaching the human condition iv. Earth identityv. Confronting uncertaintiesvi. Understanding each other vii.Ethics for the human genre (Morin, 1999).


The Theory of Simplexity – Alain Berthoz Based on simplifying principles, a

complex adaptive system finds solutions “to process complex situations

very rapidly, elegantly, and efficiently, taking past experience into account and anticipating the future” (Berthoz, 2012, p.3).

Simplexity complements complexity – it’s not an anytonym. Nor is it a synonym of simplicity. Si

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Simplexity is an ensemble of solutions that appeared in the course of evolution to allow living organisms to survive despite the complexity of natural processes.


Simplexity – 6 Characteristics or Properties

Sim

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Specialisation and Modularity– needed for the breakdown of a complex task into various functions to facilitate better control of action.

– needed for the ability of decision making when anticipating and predicting consequences of actions, capitalising the results of past experiences and betting on the behaviour of others.

Speed



Sim

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Reliability– to reduce the margin of error to a minimum.

– the ability to select the right strategy from a repertoire of choices to resolve a problem, perceive, capture, decide, or act depending on the context.

Flexibility, Vicariance and Adaptation to Change



Sim

plex

ity

Memory

– present action relies on this

characteristic to predict the future consequences of

an action.

– the ability to capitalize patterns of interactions in similar situations

Generalization


Six Simplex Principles as Tools for Life

Sim

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1. INHIBITION AND THE

PRINCIPLE OF REFUSAL

Enables competition, and consequently decision making, plasticity (flexibility), and stability. It enhances speed to select from among the complex constituents that make up any phenomenon, act, or situation.Selecting one action over another requires inhibiting all the actions one does not choose and disinhibit the one acted.



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2. THE PRINCIPLE OF

SPECIALISATION AND SELECTION

Every species scans the world only form cues important to its survival, creating one’s own umwelt (subjective universe).It involves the selection of pertinent information needed to reach the goal of action. It is induced during a stimulus-response process, but it is also intrinsic to adopting a perspective to project one’s intentions and hypothesise onto the world.



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3. THE PRINCIPLE OF

PROBABILISTIC ANTICIPATION

Prediction always involves probability, and to take action the brain has to make some hypotheses, deciding on what probability that hypothesis has of being correct on the basis of the information available in the present as well as taking the memory of past experiences into account. Key to innovation thanks to its unique spatial and temporal organisation.



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4. THE DETOUR PRINCIPLEEssential to solve non linear problems.Inextricably linked to creative thought and action. Short-cuts should not be ignored, but systems need to ensure that taking the longer way is not faster.



Sim

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ity

5. THE PRINCIPLE OF COOPERATION AND REDUNDANCYRedundancy refers to the duplication of components or function of a system with the intention to increase reliability of the system to make it fail-safe. Cooperation refers to the process of combining the information available to ensure that the information is coherent and therefore mitigate the risk of error.



Sim

plex

ity

6. THE PRINCIPLE OF MEANING Since “simplex solutions are motivated by intentions, goals, or functions”, it implies affirming the principle of meaning whose foundations are in the act itself.


Synthesis of Transversal Competences Identified

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Interactive Use of Tools

and Resources including

Digital Competence

Interpersonal, Intercultural, Social and Civic Competences

Intrapersonal Competences

Meta-cognitive Competences

Psychosocial Competences

Learning to know; diagnosis andrisk assessment

Detecting error and illusionPrinciples of pertinent knowledge

Learning to live together; maintaining relationships;cultural appreciation and expression; effective communication and interpersonal skillsUnderstanding each otherEarth identityEthics for the human genre



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Digital Competence







Learning to do and learning to be; acting autonomously to face situations; self awareness and empathy; constructive management of emotions and stress; initiative and entrepreneurshipTeaching the human condition



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Digital Competence







Learning to learn; critical, constructive and creative thought and action upon

reflection; decision making and problem solving

Confronting uncertainties



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Digital Competence





Individuals need to be aware of and apply conscientiously simplex principles for the acquisition of the different competencies:

Inhibition and the principle of refusal, Principle of specialisation and selection, Principle of

probabilistic anticipation, The detour principle, Principle of cooperation and redundancy, Principle of

meaningSimplex Properties Underpin all Competences:Specialisation and Modularity; Speed; Reliability; Flexibility, Vicariance and Adaptation to Change;

Memory and Generalisation

Erika M. Pace: [email protected]

Thank you


Bibliography Berthoz, A. (2012). Simplexity - Simplifying

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Delors, J., Al Mufti, I., Amagi, I., Carneiro, R., Chung, F., Geremek, B., Gorham, W. … Nanzhao, Z. (1996). Learning: The Treasure Within – A Report to UNESCO of the International Commission on Education for the 21st Century. Paris: UNESCO Publishing.

International Federation of Home Economics (IFHE) (2008). Home Economics in the 21st Century Position Statement. Retrieved on February 28th, 2014 from the International Federation for Home Economics website: http://www.ifhe.org/.

Michel, A. (2001). Schools for an emerging world. In What Schools for the Future? (Paris, OECD), pp. 217–229.

http://www.ifhe.org/

http://www.ifhe.org/


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The European Parliament and the Council of the European Union (2006). Recommendations of the European Parliament and of the Council of 18 December 2006 on Key Competences for Lifelong Learning (2006/962/EC) (Official Journal of the European Union. 30.12.2006).

http://www.oecd.org/pisa/35070367.pdf





Pellerey, M. (2004). L’Agire Educativo [Action in Education]. LAS: Roma.

Sibilio, M. (2014). La Didattica Semplessa [Simplex Didactics]. Napoli: Liguori Editore.

Salganik, L.H, Rychen, D.S., Moser, U., & Konstant, J. (1999). Projects on Competencies in the OECD Context: Analysis of Theoretical and Conceptual Foundations. Neuchâtel: Swiss Federal Statistical Office.

Smith, G. & de Zwart, M. L. (2010). Home Economics: A contextual Study of the Subject and Home Economics Teacher Education. In Teacher Inquirer, May 2010. Available at: www.bctf.ca.

World Health Organisation (1997). Lifeskills Education for Children and Adolescents in Schools. Geneva: Author

http://www.bctf.ca/