Jeff Bloom
Jeff-avatar8.jpg

Professor, Science Education and Curriculum Studies
Department of Teaching & Learning
Box 5774
College of Education
Northern Arizona University
Flagstaff, AZ 86004

and

Researcher
International Bateson Institute
Stockholm, Sweden

Complexity Statement

For me, the complexity sciences provide a perspective for developing understandings of our world. Within this perspective, I also include systems thinking, pattern thinking, and the science of metapatterns, as well as ideas from cybernetics, ecology, evolution, Eastern thought, Native American epistemologies, Gregory Bateson, and many other people’s work that may not often be included within the typical chaos and complexity literature. I don’t particularly want to throw away the baby with the bath water, but rather want to look at how what we already know fits, or doesn’t, within an explanatory framework of complexity. I see the core ideas as involving: (a) non-linear processes that are usually recursive; (b) processes with unpredictable effects and outcomes; (c) spatial, temporal, and other functional patterns that are emergent or deeply embedded in all phenomena; and (d) the paramount importance of relationships and interconnections within and between all phenomena. Fundamentally, the complexity sciences provide a lens through which I can investigate and make sense of learning, teaching, curriculum, classroom dynamics, schooling, and the phenomena in our world. I also use these ideas for designing classrooms, teaching and curricula, and approaches to working with individuals.

"Invite Chaos - Trust Complexity"

INTERESTS

  • Learning as a complex system;
  • Teaching as a complex system;
  • Classroom discourse as chaotic and complex systems;
  • Classrooms as complex systems;
  • Patterns or metapatterns (in regard to the work of Gregory Bateson and Tyler Volk) as analytical tools, design tools, and the content for learning;
  • Pattern thinking;
  • Systems thinking;
  • Gregory Bateson and the depth and extent of his ideas.

CURRENT PROJECTS

  • Complex Learning through Depth, Abstraction, and Abduction: Learning for Transfer
  • Metapatterns: The Pattern Underground - a science of metapatterns project in collaboration with Tyler Volk

MY OTHER WEBSITES:

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RELEVANT PAPERS & PUBLICATIONS

SELECTED PUBLICATIONS

  • Bloom, J. W. (in press). Complexity, patterns, and creativity. In D. Ambrose, B. Sriraman, and K. M. Pierce (Eds.), A critique of creativity and complexity: Deconstructing clichés. Rotterdam, The Netherlands: Sense Publishers.
  • Bloom, J. W. (2013). An ecology of mind: Teaching—learning complex systems. Kybenetes, 42(9/10), 1346—1353.
  • Bloom, J. W. (2012). The nature and dynamics of relationships in learning and teaching. In D. J. Loveless & B. Griffith (eds.), The interdependence of teaching and learning. Charlotte, NC: IAP.
  • Bloom, J. W., & Volk, T. (2012). Metapatterns for research into complex systems of learning. In N. M. Seel (Ed.), Encyclopedia of the Science of Learning (pp. 2243—2247). Heidelberg, Germany: Springer—Verlag.
  • Bloom, J. W. (2012). Ecology of mind: A Batesonian systems thinking approach to curriculum enactment. Curriculum and Teaching, 27(1), 81—100.
  • Bloom, J. W. (2011). The really useful elementary science book. New York: Routledge. (available now)
  • Bloom, J. W. (2011). Investigating relationships: Thoughts on the pitfalls and directions. Complicity: An International Journal of Complexity and Education, 8(1), 38—43.
  • Volk, T., Bloom, J. W., & Richards, J. (2007). Toward a science of metapatterns: Building upon Bateson’s foundation. Kybernetes, 36(7/8), 1070-1080.
  • Volk, T., & Bloom, J. W. (2007). The use of metapatterns for research into complex systems of teaching, learning, and schooling. Part I: Metapatterns in nature and culture. Complicity: An International Journal of Complexity and Education, 4(1), 25—43.
  • Bloom, J. W., & Volk, T. (2007). The use of metapatterns for research into complex systems of teaching, learning, and schooling. Part II: Applications. Complicity: An International Journal of Complexity and Education, 4(1), 45—68.
  • Bloom, J. W. (2006). Creating a classroom community of young scientists (2nd ed.). New York: Routledge.
  • Bloom, J. W. (2005). The application of chaos, complexity, and emergent (meta)patterns to research in teacher education. Proceedings of the 2004 Complexity Science and Educational Research Conference (pp. 155-191), Sep 30–Oct 3 • Chaffey’s Locks, Canada (http://www.complexityandeducation.ca).
  • Bloom, J. W. (2004). Patterns that connect: Rethinking our approach to learning, teaching, and curriculum. Curriculum and Teaching, 19(1), 5-26.
  • Bloom, J. W. (2001). Discourse, cognition, and chaotic systems: An examination of students’ argument about density. Journal of the Learning Sciences, 10(4), 447-492.

SELECTED PAPER PRESENTATIONS:

  • Bloom, J. W. (2013, June). Teaching ecology and systems thinking: A return. A paper presented at the annual Indigenous Language & Education Conference, Flagstaff, AZ.
  • Bloom, J. W. (2012). Teaching “An ecology of mind”: Teaching—learning as personal and social recursive systems. Invited paper presented at the annual meeting of the American Society for Cybernetics, cosponsored with the Bateson Idea Group, Pacific Grove, CA.
  • Bloom, J. W. (2012). Issues in complexity research and practice. Paper presented at the annual meeting of the American Educational Research Association, Vancouver.
  • Bloom, J. W. (2011). Relationships, systems, and complexity: An examination of social imagination in classroom, school, and university communities. A paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April.
  • Bloom, J. W. (2010). Systems thinking, pattern thinking, abductive thinking as the key elements of complex learning. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO, May 1.
  • Bloom, J. W. (2009). Issues in learning and cognition as complex systems. Paper presented at the annual meeting of the American Educational Research Association, San Diego, April.
  • Bloom, J. W. (2008). How do current research methodologies involved in case studies fit with chaos and complexity theories? A presentation at the annual meeting of the Chaos and Complexity Theories SIG Business Meeting at the conference of the American Educational Research Association, Chicago, March.
  • Bloom, J. W. (2007). A theoretical model of learning for complexity: Depth, extent, abstraction, and transfer of learning. Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 11.
  • Bloom, J. W. (2004). Multiple perspectives of patterns & complexity in education & beyond: Influences from the legacy of Gregory Bateson. Poster presentation at the conference: Bateson @ 100: Multiple Versions of the World. Berkeley, CA (November 23).
  • Bloom, J. W. (2004, October). The application of chaos, complexity, and emergent (meta)patterns to research in teacher education. A paper presented at the annual Complexity Science and Educational Research Conference, Kingston, Ontario, Canada.
  • Bloom, J. W. (2004, April). Extending the analysis of chaotic and complex systems in education: The use of metapatterns and other broadly applicable concepts. A paper presented at the annual meeting of the American Educational Research Association, San Diego.
  • Bloom, J. W. (2003, March). Entering the community of teachers: The difficulties and prospects in raising the bar of expectations in an elementary science methods course. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia.
  • Bloom, J. W., & Volk, T. (2003, March). The use of metapatterns (and chaos and complexity) as analytical, design, and conceptual frameworks. Pre-conference session to be presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia.
  • Bloom, J. W. (2002, April). Conflicts and concerns in an elementary teachers’ science group: A metapatterns analysis of emergence, complexity, and issues of schooling. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
  • Bloom, J. W. (2001, March). Chaos, complexity, and metapatterns in discourse and learning: A perspective on developing complex understandings. Paper presented at the annual meeting of the National Association for Research in Science Teaching, St. Louis, MO.
  • Bloom, J. W. (2001, April). Chaotic and complex systems in children’s thinking and learning. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
  • Bloom, J. W. (2000, April). Chaos, complexity, and patterns that connect. Focus symposium for the Chaos and Complexity Special Interest Group at the annual meeting of the American Educational Research Association, New Orleans.
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