ABSTRACT
The process of innovation occurs within social and cultural contexts situated in time and space, and models of innovation derive from these social development contexts. I have suggested elsewhere (Kennedy 2011) three categories of social development, the traditional, the contemporary and the emergent (Table 2.1). Each category influences the design of innovation models, and different types of education system, the didactic, the authentic and the transformative, can in turn be linked to the three categories of social development (Table 2.2). Thus, the traditional category and its educational corollary, the didactic, reflect a mechanistic view of social development and a teacher-controlled view of learning; the contemporary/authentic categories more communicative and autonomous approaches; and the emergent/transformative categories view of society as inherently complex with a greater interest in micro-agency and collaboration.
