Complex thinking versus educational reform

Abstract

PROBLEM: For the development of today's society, is it decisive to design an educational reform from complex thinking? OBJECTIVE: Identify proposals and arguments from experts in complex thinking, for the foundation of an educational reform based on complexity. METHOD: With the purpose of obtaining an academic work that reflects ethics, analytical vision and critical thinking, readings of the main references of the new paradigm of complexity were carried out to obtain arguments that strengthened and gave direction to the ideas and points of view developed, videos were also consulted, interviews were witnessed on the basis of the generating topic. RESULTS: There is no consensus on the exact definition of complexity since there are many facets to this concept. Perhaps it is more convenient to understand complexity as an attempt to interpret reality from very different positions. UNFINISHED REFLECTION: The enumeration of problems and weaknesses that are identified in the processes and approaches of educational systems, transformation of points of view in economics, politics, science, technology and communication, marked tensions and forms of think about reality about what current education should be like, resulting in the need for an epistemological and paradigmatic change that cannot be extended. I am interested and convinced of the importance of delving into these proposals for change to promote a better society, with the purpose of strengthening my position and arguments in favor of achieving the educational reform that we need as a country.