Educazione e complessità. Una sfida epistemologica, antropologica e politica

In the 1980s, the new epistemological context, generated by the spread of the epistemology of complexity in different disciplinary areas, also marks the human and social sciences. Complexity thus becomes an “identity marker” also of pedagogical thinking and acting. Today, “complexity” is the revealing word of our age. In order to understand and interpret the complexity of the world, no modeling, no particular techniques, no specific procedures are needed. We need a perspective change, a paradigm shift, what Edgar Morin names the “thinking reform”.