Notions about Complexity and Some Contributions to the Educational Process

Abstract

The aim of this paper was to analyze statements and principles underlying the notion of complexity and determine their contributions to the educational process. To this effect, documentary, descriptive research was carried out through a bibliographic review to find the most relevant aspects related to complexity and complex thinking proposed by authors such as Morin (1994), Merejo (2004) and Tobón (2010), among others. Additionally, some important aspects about complex thinking are described, taking into account its background in both the simplicity of reductionist science and fragmented thinking, along with its lack of contextualization. This paper also describes the basic principles for complex thinking proposed by Morin: the dialogical, the recursive organizational and the hologramatic. Complexity in education is analyzed, proposing creative teaching that favors an open, free way of thinking, avoiding the separation of knowledge, in which learning should be critical and based on interaction with the social environment. Finally, conclusions confirm that reality should be studied in connection with its context; in the traditional educational system, knowledge is approached in a fragmented manner by subjects, while the new pedagogy should aspire to contextualize knowledge, thinking about education in a holistic way.