Abstract
AbstractThis work describes a novel and transformational educational curriculum and strategy, designed to calibrate human consciousness and cognition to the generativity of living complex phenomena. It is an approach that seeks to displace the outdated mechanistic paradigm within education in favour of the deep complexity paradigm. Towards this aim, a patterns‐based curriculum and educational strategy called Complexity Patterning was implemented in a research project with four cohorts of university students. The approach proved to be a sound basis for developing conscious metacognition of self and world as relational co‐generative complex phenomena. This understanding forms the foundation for the teaching and learning of complexity‐focused knowledge and skills, which are of vital importance to all young people as they engage with the increasingly complex challenges of the 21st century.
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