Autopoiesis and complex thinking: reflections to (re)think Education in contemporary times

Abstract

The traditional teaching, through fragmented and specialized training, no longer meets the formative demands in the contemporary times, which requires educators to (re)think Education and its formative assumptions, to (re)think the ways of understanding and acting in the educational process, in order to unveil other formative and didactic/pedagogical possibilities. Given the facts, the present study aims to reflect on the epistemological principles of autopoiesis, proposed by Maturana and Varela (1997), and on the foundations of the complex thinking, coined by Morin (2005). Through a dialogue with these authors’ ideas, the study recognizes such bases as foundations and possibilities to (re)think Education. The problem arises from the question: what epistemological and formative assumptions can support a formative proposition in contemporary domains? Methodologically, the study has a qualitative approach, a bibliographical kind, and an interpretative and reflexive nature. The reflections point towards a formation in which there is space for oneself and for the others, with unique identities, in environments for dialogue and collaboration, respecting the diversity of experiential forms and knowledge. It is concluded that it is urgent to rescue the foundations of respect and responsibility towards the being, becoming, and feeling human; to understand that love and affectivity propel collaborative and supportive actions, just as the diversity of formative experiences leads to overcoming fragmented logic, inequalities, and indifference; and that (re)thinking Education from the perspective of autopoiesis and complexity demands a less fragmented and more integrative curriculum, open to pedagogical experiences of reflections, curiosity and creativity prioritizing formation for living in harmony.