#hierarchical complexity

[redshift-13]

@undergrowth-feed​

Reading your comments makes me think that the following might be quite close to what you’re describing.  Let me know what you think.

Here’s the abstract:

The Model of Hierarchical Complexity is introduced in terms of its main concepts, background, and applications. As a general, quantitative behavioral developmental theory, the Model enables examination of universal patterns of evolution and development. Behavioral tasks are definable and their organization of information in increasingly greater hierarchical, or vertical, complexity is measurable. Fifteen orders of hierarchical complexity account for task performances across domains, ranging from those of machines to creative geniuses. The four most complex orders are demonstrated by postformal stages of thought, which measure beyond formal operations, the highest stage found by Piaget for adults.

Others have naturally wondered if this developmental psychology stage model applied to individuals might be applicable to societies overall, or for our purposes political identification and nomenclature. 

I have or more papers in my files on this if you’d like the references.

Other hierarchical complexity models exist outside problem solving rationality, focusing on ego development and moral reasoning.  A combination of these as a typological scheme applied to sociopolitical systems - what do you think?

Commons, Michael Lamport. (2008). Introduction to the Model of Hierarchical Complexity and Its Relationship to Postformal Action. World Futures, 64: 305–320.

[kpeters4stuff-blog]

DoBell, D.  (2007).

Models of hierarchical complexity and cognitive development:  Assessing the multiliteracy pedagogy.  The International Journal of Learning, 14(1), 135-143.

Jean Piaget described the construction of new kinds of knowledge as building on generalizations based on established knowledge and insight. Piaget’s theory describes a process of increasing hierarchical complexity and has been studied and developed by a multitude of scholars and researchers. The notion of developing knowledge through a process of hierarchical complexity is further complicated by the increasingly complex world in which we live. In the age of the new media, the internet and multifarious culture new theories of pedagogy have emerged that seek to account for the increasingly complex world in which we live. One such theory is the theory of multiliteracies put forth by the New London Group in 1996. This theory sought to broaden the scope of literacy teaching “to include negotiating a multiplicity of discourses” (p. 2). In this paper I examine how the pedagogy of multiliteracy as described by the New London Group can enhance student development through stages of hierarchical complexity. I will begin by looking at how hierarchical complexity has been represented through domain-specific and domain-general theories of intellectual development providing specific examples from each category. I then provide a list of the commonalities between the theories of hierarchical complexity. Next, I provide an overview of the pedagogy of multiliteracy looking specifically at the elements of design and the critical aspects of a multiliteracy pedagogy. This is followed by a look at the correlations between the multiliteracy pedagogy and theories of hierarchical complexity examining how multiliteracy methodologies can enhance the development of hierarchical complexity in students. Finally, the implications for practitioners are discussed by looking at theories of hierarchical complexity as a way for practitioners to assess multiliteracy-based methodologies.