La complejidad, la educación actual y la del futuro

Edvin Méndez

doi:10.36314/revistavida.v6i1.59

Authors

Edvin Méndez Universidad de San Carlos de Guatemala

DOI:

https://doi.org/10.36314/revistavida.v6i1.59

Keywords:

complexity, knowledge, education, systems

Abstract

OBJECTIVE: understand the concept of complexity, applied to current and future education. METHOD: the reflections are descriptive and with a qualitative approach. For these reflections, there was no specific population under study, since they are personal analyzes of the documents consulted on the subject. RESULTS: the different opinions of the consulted authors such as Tarride and Morin on the topic of complexity, current and future education, where the concept of complexity today is understood as synonymous with complicated or incomprehensible, to which is necessary to study the different phenomena or problems by parts as the whole and at the same time the relationship of the whole with the parts. To understand complexity we must know that it is a property of systems and not a method. Current education focuses on communicating knowledge, ignoring its nature or origin. Knowledge carries the risk of error and illusion, therefore, it is not an absolute truth. The education of the future must contemplate new perspectives ready for the new and changes based on time and educational trends. UNFINISHED REFLECTION: As a reflection, I can say that Morin analyzes current education as outdated, outdated and conservative, which is closed to innovation and new trends, which would reform the way of thinking, acting and teaching, achieving radical changes in the act and the living of the parties, educators, students, researchers, among others.

Author Biography

Edvin Méndez, Universidad de San Carlos de Guatemala

He has a degree in Civil Engineering and a Master's degree in Highway Engineering from the Faculty of Engineering of the University of San Carlos of Guatemala; He has postgraduate degrees in real estate appraisals and Surveying. He is a professor at the Eastern University Center – CUNORI – of the University of San Carlos of Guatemala; Former coordinator of CUNORI engineering courses; He has worked in several government institutions in leadership and construction supervisor positions; owns a construction company specialized in design, planning, supervision and construction of civil works.

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

Morin, E. (1999). Los siete saberes necesarios para la educación del futuro. www.ideassonline.org/public/pdf/LosSieteSaberesNecesariosParaLaEdudelFuturo.pdf

Morin, E., Domínguez, E., Carlos, G., & Delgado Díaz, J. (2018). El octavo saber dialogo con Edgar Morin (Vol. 1). https://drive.google.com/file/d/1Sfm6jPqp_vupDtMEwPAERS96WJj5AnQM/view

Tarride M. (1995). Complejidad y sistemas complejos. Historia Ciencias Sociales Manguinhos, 2(1), 46-66. www.scielo.br/j/hcsm/a/cfGJmwpVSg8rwYJX3bXPjpv/?format=pdf&lang=es 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