Κοινότητες, ριζωματική μάθηση και μοντέλα αξιολόγησης: Μια κριτική οικοσυστημική προσέγγιση

Abstract

The present study attempts to provide critical ecosystems view on educational evaluation. Systems can be defined as sets of interacting and interdependent parts. Through the developing synergies among the parts, a new whole can be formed which exhibits emerging properties. The properties of the system cannot be reduced to the linear sum of the individual properties. The whole-system properties arise through the interaction among the parts, and through the interaction between the parts and the whole they create. Education is a fundamentally social process whose constitution is the product of scientific knowledge, political choices, and social negotiation. The rise of standardized education in the cultural-historical context of the industrial revolution during the 18th century led to an individual-centered educational evaluation system that is still dominant today and is experienced as something normal and inevitable, despite efforts to introduce critical and alternative pedagogical approaches during the second half of the 20th century. In the present work, by employing a systemic/holistic conceptual framework we will explore how learning can be understood as an emerging attribute at the whole-system level of a learning rhizome. Consequently, we will approach educational evaluation through the epistemology of complex living systems. Such an approach is necessary today, in an era of successive crises and destabilizations, where humanity is faced with problems and challenges that require effective synergies and collective action.