Journal of Educare

Complexity theory, Postmodernism, Post-structuralism, Non-linear, transphenomenality, Transdisciplinarity, Interdiscursivity, Pragmatics.

Complexity Theory, although relatively recognized in the natural and other social sciences, is yet to find substantial recognition in educational studies. From the philosophical perspective, in education, postmodernism remains influential so much so that one reputed book on research in education includes postmodernism coupled with post-structuralism as paradigms of educational research. But it needs to be thought whether such discourses can at all be correct observation of the society and of education which may perhaps be called as the most important process of any society. This article endeavours, with the help of a few examples, to reveal the linear cult of emptiness and death that postmodernism and post-structuralism endorses along with a thorough presentation of the paradigm of complex systems and some reasoning as to why education belongs to the realm of the latter. Philosophically speaking, we cannot critique our being without any reference to reality which is exactly what complexity theory sets out to do and postmodernists completely omit and Marxists partially omit. As such this article tries to predict that complexity theory, in looking at education as what it is is truly emerging as the predominant paradigm of educational research of the future.