Complexity theory and learning: Less radical than it seems?

In a spirit of collegial support, this paper argues that Beckett and Hager’s theoretical justification empirical exemplifications do not full justice to the complexity group or team learning. We firstly reaffirm our support for argument Becket Hager make, though expressing some reservations about Complexity Theory, explain taken-for-granted assumptions learning by an individual is paradigm case context plays minimal role in process. Drawing on joint separate work, we demonstrate less radical than it may initially seem because predicated on: (i) cognitive-bounded rather “distributed” “extended” conception mind; (ii) material “immaterial” activity; (iii) co-present “fractional” “connective” ontology. Despite making critique, conclude are adding further substance overarching and, doing so, encouraging them be more how they conceptualise