Enlarging the space of the possible around what it means to educate and be educated

Through this peer-reviewed journal we hope to contribute to an enlarging of the space of the possible around what it means to educate and to be educated. To this end, we acknowledge that the tools and expectations of traditional academic discourse might have to be challenged on occasion. A prominent theme across the current complexity science literatures is that the linear narrative and the Euclidean image are inadequate to depict the emergence and the behavior of a complex form. Rather, instances of complex emergence call for webbed, multithreaded tales and nested, scale independent geometries to accommodate forms that can become more intricate, more dense, more pregnant with possibilities.