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Abstract

The purpose of this paper is to initiate a conversation exploring the epistemological implications of the many forms that learning may take while attending to the demands generated by complexity. This paper offers a look at an emerging epistemology of learning through life that is increasingly complex and intensifying the demands on our thinking, feeling and action. In this paper we examine the interconnections between learning through experience, the construction of meaning, the process of inquiry and complexity. Specifically, the implications of continuity and interactivity as developed in adult learning theory, the construction of meaning as discussed by constructive developmental theory, the process of inquiry as developed by developmental action inquiry, and the relational aspects of interdependence as presented in complexity theory for addressing the challenges confronting contemporary systems.