000			02022nab a22002057a 4500
003			ES-MaBCA
005			20170117125151.0
008			120330t xxu||||| |||| 00| 0 eng d
040			_aES-MaBCA _cES-MaBCA
100			_914528 _aDavies, Lynn
245			_aWicked Problems _h[Recurso electrónico] PDF _b: How Complexity Science Helps Direct Education Responses to Preventing Violent Extremism
520			_aThis article draws on the insights from complexity science to outline potential strategies within education which could interrupt the spread of violent extremism. It first identifies three problems in examining extremism - definitions, causes and targets—before arguing for a focus on systems, not individual learners. Within systems, diversity is needed for emergence, and narrow, hard secularism is rejected in favor of a dynamic secularism which encourages a variety of belief systems in order to guard against polarization. The systems of education, religion, law and of terrorism itself are analyzed to identify entry points and vulnerabilities. After looking at the theories of change used by extremist groups, the paper proposes a theory of change within the niche of education which has four strands: Introducing turbulence through value pluralism, working within the enabling constraints of human rights, building confidence and resilience, and developing networking for social change. All four combined are necessary to generate the creativity which can undermine the wicked problem.
650		0	_95470 _aRadicalismo
650		0	_91735 _aTerrorismo
650		0	_98881 _aPsicología de la educación _2embne
650		0	_912164 _aCultura de seguridad _xPrevención _2embne
773	0		_aJournal of Strategic Security _g. -- Vol 9 No. 4 (Special Issue Winter 2016: Understanding and Resolving Complex Strategic Security Issues) Art. 4 _iEn : _tJournal of Strategic Security _w328 _x1944-0472
856	4		_uhttp://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1551&context=jss
942			_2udc _cAN
999			_c19020 _d19023