The network nature of informational society is analyzed for understanding the challenges to contemporary education. Becoming of this society actualizes the need for lifelong learning, self-study, the reorientation of thinking style. The author attempts to explicate the methodological potential of E.Morin’s complexity paradigm for comprehension of informational challenges to education. Morin’s anthropo-ethics is investigated as a conceptual demonstration of the new paradigm in humanities. From the complexity paradigm perspective the education is viewed as transphenomenal by its nature with the transdisciplinary character of cognition, and the transdiscursive essence of educational thoughts. The education has to redefine its main didactic principles from a controlled and controlling discipline-based education, predicted targets towards a discovered, transdisciplinary, developing curriculum. The author underlines that the complexity-based curriculum should be oriented to multidimensional nature of a human being, because education is declared to stimulate the inner potential of a human and create the educational conditions for complexity thinking.
Research on society, culture, art, neuroscience, cognition, thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, thinkers ++
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