From distinction to configuration: complexity, assesment and learning from the relational approach

Abstract

Given the current conditions attached to the speed at which changes occur globally, what we call knowledge has begun to misrepresent the condition of certainty and determinateness in which we were conservatively formed. This disfiguring education has made an impact on education making traditional epistemologies lacking space to explain how learning spreads across networks. On this distinction, this paper proposes a strategy to assess the process of learning from the conditions of indeterminacy and uncertainty.