Network thinking in education

Network thinking in education

All organisms function in a network or structure, in which there are close and stronger ties of union (such as the family) to more diffuse, distant and random links (such as economics).

Just as behind each photograph there is a story made up of a set of interacting elements (family, groups of friends, work teams, educational system

Network thinking

, economic, political etc.), our learning is a social product based on the interactions that we maintain with a changing environment and is reinforced as to the use we give them and the breadth they possess.

Network thinking in education


Thus, we can say that, as time goes on, the set of interactions that give rise to photography (to follow with the previous example  ) in addition to the perspective from which it is judged, and gains in capacity of @nalysis and interpretation of the same when acquiring a greater experiential baggage .

Just as the “image” influences us by offering us information about a period of history that we did not know, we influence the set of networks in which we are immersed as it influences us through the interactions

That in they are produced (counting ours).

In short, we depend on these networks to conform as these networks depend on us to conform, a dynamic we call interdependence.

These are some ideas that plunge us into network thinking: that which occurs in an increasingly interconnected environment in which it is just as easy to learn as unlearning (unlearning not as a concept contrary to learning by forgetting all knowledge and experience acquired, but as the act of expanding cultural baggage with new or renewed aspects that arise from the questioning of the “is that it has always been done this way”).

In education, network thinking is constantly being done. A class level, interaction networks woven among students form a focus of  experiences (friendships, conflicts etc.) through which teach each other while learning (many times without it being necessary  the teacher intervention). In this sense, the teacher is like an orchestra conductor who guides, links content and providing them with the necessary depth as they come out of the group-class.

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At the institution level we would be talking about a huge network in which the teachers, the board of directors, the coordinators, the families, the secretarial staff, etc. meet. All of them interdependent and changing as well as changing (with a clear intention to improve).

This leads us to the idea that we can intervene on certain elements to achieve a significant and lasting improvement throughout the whole. However, if we are not well interconnected in this network of relationships, in addition to lacking the tools that can help us better deal with the problems that arise within it, we will hardly be able to perceive the elements on which we can act to change them and improve the whole, because the risk we run from not questioning anything and thinking that it is because “it has always been done” is much greater.