D. Emily Hicks

In this critique, the author D. Emily Hicks antagonizes the idea of how critical thinking is thought in educational institutions where it is generally posed as a set of learning outcomes. The introduction alone reveals that this style of pedagogy is often too linear, and simply seeks to provide straight answers to uninteresting questions. A more effective use of critical thinking, one which borrows from the Frankfurt School, would ideally lead to new insights and meaningful change. This version of critical thinking would be far more exploratory and expansive than what we see in modern education. Hicks uses the Mexico-US border issue in conjunction with indigenous plights to exemplify a complex system where patterns and connections can be drawn via critical thinking skills. This outward thinking requires a keen sociological mind and an an understanding of critical theory that's not even being taught on an amateur level. Other similar examples are littered throughout the book, pulled from five voices in performance and literature she finds helpful to argue her point.

Though I enjoy and partake in the overriding critique, the writing style itself is pendantic. For most, it would come off as pretentious, particularly as the author seems compelled to utilize high-end vocabulary words when more accommodating language could have fit in addition to the Hicks's urgency to cite and elaborate on every resource that plays any small part in her concluding point. As a result, the book seems alienated from its true intention and I finished thinking most of her points could be summarised in a much more accessible format.… (meer)

This book was a challenge to read and didn't feel as introductory as I had hoped. I switched my brain into academic mode like I had to for my Masters ages ago. Even with the switch it was difficult, which I'm not sure if it's me or the book. I felt like the author was repetitive and didn't break the ideas down in a simple manner as hoped. When I finished the book, I can say that I had learned a lot of interesting facts about many subjects (immigration, controversial art, NEA 4, border, etc). However, I cannot explain complexity pedagogy to someone or use it as a teacher. Perhaps this book is ideal for graduate school teachers who already have an idea about the pedagogy and can use it with their students. Hoping for future books that will be easier to understand for instructors like myself who work with elementary to high school students.… (meer)

This is being reviewed as part of a Early Reviewers collection I received. Gave it a chance, was expecting to learn something new, but found it difficult to continue reading it. Found it to be quite repetitive especially when referencing other author's works. I also still don't quite understand the title and what it means, was expecting an explanation in the first few pages. There are some interesting concepts that are pointed out as complex patterns, like the inner workings of the US-Mexico border and it's history, as well as the fate of indigenous populations in the early history of US colonization. Also points to an alternative means of teaching where the focus is on the meaning of the subject matter taught as opposed to memorizing formulas. I imagine this may be of use to someone in the field of complex pedagogy. Also found it quite repetitive.… (meer)

"An Introduction to Complexity Pedagogy" fails as an introductory text. The dictionary defines “introduction” as an initiation or an elementary treatise. Hicks, however, assumes the reader to already bring extensive knowledge of complexity and literary criticism to the reading of her book. In the first sixty pages, encompassing the introduction and first chapter, Hicks attempts to position complexity pedagogy against the work of other scholars and methods of literary criticism. In a rapid-fire writing style, she explains what she intends to explain but then fails to explain. She references numerous scholars and their models. However, this holds little meaning for readers unfamiliar with the work of these individuals. The same holds true for subsequent chapters when she analyzes the work of writers and artists. Her analysis is difficult to comprehend unless one is already familiar with the works being critiqued. Complexity pedagogy applies the science of complexity to teaching and learning. Hicks hopes that her book will encourage teachers to employ complexity pedagogy to the study of disciplines within and outside of literature and performance art. This can only be accomplished if the reader gains the necessary understanding of complexity science and how to transfer that understanding to the practice of teaching. Unfortunately, this text fails to provide that necessary knowledge. This book may be better suited for experts in the study of literature and performance.… (meer)