The world we live in, is a human world, symbolic, a world built in our interaction with reality, with what is inside and outside of language, with the mystery that opposes our creations and is both the condition for that they are possible.
According to Najmanovich (2002), the complexity approach is based on a set of fundamental assumptions and assumptions, including: that the parts of a complex system are only parts in relation to the global organization that emerges from the interaction. That the global unit cannot be explained by its components, the system has facilitating interactions, inhibitors and internal transformations that make it non-totalizable. That the complex system arises from the dynamics of interactions and the organization is conserved through multiple ligatures with the environment, from which it is nourished and modified, characterized by having a relative autonomy.
Ligatures with the environment are the condition of possibility for the freedom of the system, the flexibility of the system, its regulated opening, provides the possibility of changing or maintaining, in relation to its interactions with its environment.The context is not a separate and inert environment, but the place of exchanges and from there the entire universe can be considered an immense network of interactions where nothing can be defined absolutely independently.
In all those situations in which interactions occur, whether positive (synergistic) or negative (inhibitory) or when we try to think about qualitative change, it makes no sense to ask about the cause of an event, since there is no independence or possibility of adding effects , but transformation. We can only ask ourselves about the emergency conditions, about the co-producing factors that are related to the appearance of the novelty. This explanatory mode points more to global understanding than to exact prediction and recognizes that no analysis can exhaust the phenomenon that is thought from a complex perspective.
It is up to us to ask about the emergency conditions, the factors that are related to the appearance of the novelty. It can be said that no analysis can exhaust the phenomenon that is thought from a complex perspective.
An approach to the complexity of complexity implies dusting off the claims of keeping it surrounded, formalizing it, catching it in some kind of model or limiting it to a paradigm.
Complexity is a form of questioning and interaction with the world, it is a cognitive style and a rigorous practice that does not conform to models or standards. It is not a totalizing model, an omnicomprensive theory, but a project that is always in force and evolving.
Today's societies face endless crises, all simultaneous and all interrelated, among them form a line: imperial aggressions with their sanctions and blockages, wars, environmental destruction, the development gap between north and south, societies markedly unequal and all open and simulated manifestations of discrimination that undermine the full development of human rights
The road to solutions may seem too remote and its pitfalls can intimidate, although for me, the road is socialism, as long as it seeks to privilege and liberate the subject and demercantilize the human as an object, with honesty and wisdom ... before it , education can take care of the questions related to our human condition: who are we? where are we? where do we come from? where are we going? ... these are questions that involve the need to break with fragmentary thinking and reductionist of the human, which has dissolved the complexity of the human condition and therefore, putting into play a new way of thinking that allows us to understand the unity of the human in diversity and its diversity in unity. The unique and multiple character of each human being as a complex being who not only lives on rationality and technique, which is both rational and delusional, hardworking and playful, empirical and imagining, economic and dilapidating, prosaic and poetic ( Morin: 2000)
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Bibliographic references
Najmanovich (2002) The complexity: from paradigms to thinking figures, webinar program, www.edupsi.com
Morín (2002) the seven necessary knowledge to the education of the future. IESALC / UNESCO: Caracas
 

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