Edited by Adriano Fabris and Giovanni Scarafile
[Controversies 15] 2019
► pp. 179–199
Chapter 10. Controversies 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.