Abstract
This paper describes the effect that assistive technologies, such as paper, printing, protractors, logarithm tables, computers, and the Internet, have on pedagogy. It reports the results of experiments with self-organising systems in primary education and develops the concept of a self-organised learning environment (SOLE). It then describes how SOLEs operate, and their possible effects on primary education in remote areas, and discusses the implications of the physics of complex systems and their possible connection with self-organised learning amongst children. Finally, it proposes a change in the examination system that would incorporate the Internet and concepts of self-organisation into schooling.
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