Developing an emergent resilience through self-organised learning environments

Hatley, J (2020) 'Developing an emergent resilience through self-organised learning environments.' In: Ahmed Shafi, A, Middleton, T, Millican, R and Templeton, S, eds. Reconsidering resilience in education: an exploration using the dynamic interactive model of resilience. Springer, Cham, pp. 185-197. ISBN ‎9783030492359

Official URL: https://doi.org/10.1007/978-3-030-49236-6_12

Abstract

Resilience can be seen as an emergent property resulting from reciprocal interactions in complex systems. Self-Organised Learning Environments (SOLE) are a complex system which foster an emergent learning. This chapter considers whether SOLE can be used to also foster an emergent resilience. The internet is a central component of this system but its potential increase in use carries concerns about the additional online risk young people may be exposed to. This chapter discusses the nature of risk aversion and that exposure to some measure of risk is necessary for the development of resilience. Three further factors which are important for the development of resilience are explored which are social capital, a sense of agency and autonomy. These three factors and the exposure to some risk have implications for pedagogy. The use of SOLE to foster these factors, potentially developing both an emergent resilience and an emergent learning, can assist educators when helping young people to develop individual resilience.

Item Type: Book Chapter or Section
Keywords: SOLE, Self-Organised Learning Environments, resilience, risk, learning, education, educational psychology
Divisions: School of Education
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Date Deposited: 29 Jul 2021 19:05
Last Modified: 15 Aug 2021 09:56
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