Chapter published in:
Controversies in the Contemporary WorldEdited by Adriano Fabris and Giovanni Scarafile
[Controversies 15] 2019
► pp. 179–199
Chapter 10Controversies on hypercomplexity and on education in the hypertechnological era
The objectives of this paper are threefold: firstly, to reconstruct the controversies and the scientific debate on the subject of complexity and on the factors determining its passage to hypercomplexity; secondly, to underline that an interdisciplinary and systemic approach which envisions objects as systems rather than considering systems as objects (as sets of divisible parts) is of the utmost urgency, calling for a radical makeover of our concepts of educative, formative and skill-related processes, overstepping the “false dichotomies” common to education and training, which reinforce the new asymmetries and inequalities emerging today; and finally, to recognize and understand the “great mistake” we are currently making in our attitude to technology in general and digital technology in particular.
Keywords: controversies, hypercomplexity, non-linearity, rethinking education, objects as systems, false dichotomies, great mistake, anthropological transformation, systemic approach, hypertechnological era
Article outline
- A short history of complexity
- Complicated, Complex and Hypercomplex: Difference between a (closed) complicated/mechanical system and an (open) complex system
- Without borders: The urgency of rethinking education
- Teaching responsibility, complexity and empathy: Why digital education does not suffice
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Notes -
References
Published online: 07 August 2019
https://doi.org/10.1075/cvs.15.11dom
https://doi.org/10.1075/cvs.15.11dom
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