Teaching and Ethics in Complexity Science: The Ethics of Absolute Unitary Being

Authors

  • Joyce Mgombelo

DOI:

https://doi.org/10.29173/cmplct8742

Abstract

The paper argues for the significance of complexity science and its role in the ethics of teaching that is not based on moral codes. Through the work of Varela on human consciousness, and the work of Newburg and his colleagues on neurotheology, the paper explores the elements of human consciousness that are relevant for characterising an ethical act. Varela’s concepts of emergent self and autopoiesis as well as Newburg’s concept of Absolute Unitary Being provide the necessary conditions for characterizing an ethical act as essentially unconscious. Finally the paper discusses the implication of these contentions for ethics in teaching.

Author Biography

Joyce Mgombelo

Joyce Mgombelo is an assistant Professor at Brock University where she teaches courses in mathematics education, teacher education and curriculum. Her research interests are in the areas of mathematics education, teacher education and curriculum studies. Dr. Mgombelo’s ongoing research program includes studies of mathematics knowing and cognition, identity, teaching and ethics based on principles of human cognition, consciousness and subjectivity developed from complexity science (see the work of Varela, Thompson and Rosch, 1991; Varela, 1999; and Maturana, 1988) and psychoanalysis (see the work of Lacan, 1998 and Zizek, 1997, 2000).

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Published

2006-12-01

Issue

Section

Research Articles