Epistemological Trajectories of Complexity. Ideas for a pedagogy based on connections.

Abstract

This article looks at the epistemological implications of the ideas of Gregory Bateson when compared with those of Edger Morin. Both writers are linked by the same complex epistemological vision which aims at activating original connections between apparently distant disciplines such as biology and social sciences. Not recognising the complex game of interactions within the human mind means negating an essential part of the human being and renouncing our full realisation. The epistemological premises of complex thought revive the role of our awareness of the interdependence which links the human being to wider creatural systems, as an overriding dimension in pedagogically based educational procedures. It also represents an unique opportunity to set off significant changes regarding ethics and values in today’s constantly changing reality, aimed at greater solidarity, engagement and existential authenticity.