La complejidad en la educación del futuro: un reto ineludible

Edvin Méndez

doi:10.36314/revistavida.v6i1.49

Authors

Edvin Méndez Universidad de San Carlos de Guatemala

DOI:

https://doi.org/10.36314/revistavida.v6i1.49

Keywords:

complexity, education of the future, complex systems, knowledges

Abstract

OBJECTIVE: To comprehensively address the concepts of complexity, the knowledge necessary for the education of the future in a broad educational context, in order to analyze their interconnection and explore how these elements can impact the evolution of education. METHOD: Three key texts on complexity and education were selected as a theoretical basis; The eighth knowledge of Morin and Domínguez Gómez, The seven knowledge necessary for the education of the future by Morin and Complexity and Complex Systems by Tarride; of which a detailed reading, identification of concepts, comparison and categorization of theories, and reflective analysis on education was carried out. RESULTS: The review highlighted that current challenges such as ecological deterioration, health problems, population growth and productive changes require innovative and systemic approaches. Complexity, influenced by the subject-object relationship, manifests itself in interrelated systems. The education of the future must address errors and illusions in knowledge, promote planetary consciousness, and teach democracy and global citizenship. History and poetry are also essential to understanding the human condition and fostering a comprehensive and resilient vision in the face of future challenges. UNFINISHED REFLECTION: Society faces complex problems that demand innovative and systemic approaches. Education must integrate intelligence and affectivity, promote planetary awareness and democracy, and adapt to historical complexity and uncertainty. Demystifying the relationship between culture and intelligence, and using poetry and critical historical understanding are vital for ethical and sustainable education.

Author Biography

Edvin Méndez, Universidad de San Carlos de Guatemala

Agricultural engineer with 9 years of experience in university teaching in the Agricultural Engineering career. Doctorate student in Research in Education, with a master's degree in Rural Development and Climate Change and at the bachelor's level graduated as an Agricultural Engineer in Production Systems, all carried out at the Oriente University Center of the University of San Carlos of Guatemala. I have worked since 2015 as a researcher for the IICA Regional Agricultural Research Consortia Program and since 2019 as coordinator of the Corn Chain in the East, carrying out a total of 5 investigations to date. Alternative products for the control of corn weevil, Presence of mycotoxins in corn produced and consumed by families in the rural area of the Chortí region of Chiquimula, Yield potential of 5 varieties of corn in the Eastern region of Guatemala, Validation of planting densities In the dry corridor of Eastern Guatemala, chemical-organic fertilization in combination with 2 levels of n-p-k in corn production in three locations in the department of Chiquimula.

References

Bacarreza Molina, A. R. y Villela Cervantes, C. E. (2023). Educación ambiental inmersa en la complejidad desde un enfoque sostenible. Revista Guatemalteca de Educación Superior, 6(2), 72–79. https://doi.org/10.46954/revistages.v6i2.120 DOI: https://doi.org/10.46954/revistages.v6i2.120

Bertalanffy, L. V. (1996). Teoría general de Los sistemas. Fondo de Cultura Económica. https://fad.unsa.edu.pe/bancayseguros/wp-content/uploads/sites/4/2019/03/Teoria-General-de-los-Sistemas.pdf

Faure, E., Herrera, F., Kaddoura, A. R., Lopes, H., Petrovsky, A. V., Rahnema, M., & Ward, F. C. (1972). Aprender a ser: La educación del futuro. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000122482

Morin, E. (1999). Los siete saberes necesarios para la educación del futuro. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000131164

Morin, E. (2008). Introducción al pensamiento complejo. Gedisa. https://cursoenlineasincostoedgarmorin.org/images/descargables/Morin_Introduccion_al_pensamiento_complejo.pdf

Morin, E., Domínguez, E., Carlos, G., & Delgado Díaz, J. (2018). El octavo saber: diálogo con Edgar Morin. https://www.edgarmorinmultiversidad.org/images/PDF/EL_OCTAVO_SABER.pdf

Tarride, M. (1995). Complejidad y sistemas complejos. História, Ciências, Saúde-Manguinhos, 2, 46–66. https://doi.org/https://doi.org/10.1590/S0104-59701995000200004 DOI: https://doi.org/10.1590/S0104-59701995000200004

Villela Cervantes, C. E. M. (2023). El nivel de desarrollo de competencias de pensamiento complejo en estudiantes del Doctorado. Revista Multidisciplinaria de Investigación - REMI, 2(1), 95–106. https://revistas.ues.edu.sv/index.php/remi/article/view/2750

Villela-Cervantes, C. E. M., & Andrade-Salazar, J. A. (2023). La educación hologramática y transmetódica: perspectivas desde la complejidad y la transdisciplinariedad. Revista Académica CUNZAC, 6(2), 129–148. https://doi.org/10.46780/cunzac.v6i2.110 DOI: https://doi.org/10.46780/cunzac.v6i2.110