Pensamiento complejo, infancia y educación
Education constitutes the great bet and challenge of society for a better world. From its nature, education implies a change in the individual that transcends the realms of knowing, doing, and being, today exposing the need for the development of their know-how and their being. Thus, education is ca...
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| Hlavní autoři: | , , , , , , , , |
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| Médium: | Online |
| Jazyk: | španělština |
| Vydáno: |
Universidad de Boyacá
2026
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| Témata: | |
| On-line přístup: | https://directory.doabooks.org/handle/20.500.12854/177361 |
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| Shrnutí: | Education constitutes the great bet and challenge of society for a better world. From its nature, education implies a change in the individual that transcends the realms of knowing, doing, and being, today exposing the need for the development of their know-how and their being. Thus, education is called to address and be addressed from the complexity of knowledge, the individual, and the context in which they operate. Inevitably, the educational model, pedagogical practices, and the concept of educational quality must evolve, generating novel methodologies and instruments that ensure the comprehensive formation of the student and their active participation in the transformation of society. Enshrined as a fundamental right, education takes on different roles depending on the perspective from which it is viewed: it is the formation of knowledge, it is a right and a duty, it is a public service, it is both a means and an end. Education is present in human development throughout life, but it takes on special importance in childhood, a time when the individual not only builds the foundations of their thot structure but also approaches for the first time the reality that surrounds them, as complex as their very nature. Therefore, challenges such as educational relevance, interdisciplinary communication, and overcoming persistent knowledge gaps have led to questioning specialization as an educational approach, suggesting the need to make knowledge more flexible. Specifically, childhood education demands an educational model based on complex thinking, which does not separate knowledge from experience, and which fosters in the child the generation of self-learning strategies thru which they understand their environment and adopt a critical stance toward it. It is important, then, to consider that while childhood education focuses on the initial stages of education, Higher Education has the responsibility of preparing individuals for their professional practice, that is, to respond to the needs of their environment. In light of this, in an effort of institutional cooperation, the University of Boyacá and the Pedagogical and Technological University of Colombia (UPTC), leading institutions in Education training in the department of Boyacá, present below the results of a research that addressed the theories of Edgar Morin and Mattew Lipman regarding complex thinking, education, and childhood, from psychological and philosophical perspectives, exposing their main theoretical postulates, their similarities and differences, in search of strategies that promote the change of the traditional education paradigm, in which the positions of these two thinkers ultimately converge. The reader will encounter a critique from psychology by Morin on the work of educational institutions, highlighting the need for them to focus their attention on the development of the child's thinking, aware of the complexity of the environment surrounding them, the uniqueness of its elements, and the unavoidable presence of uncertainty in any scenario, surpassing the traditional approach of knowledge specialization. Meanwhile, Lipman's postulates will present the multidimensional nature of thot and the relevance of philosophy in academic formation as a generator of processes of reflection and criticism in the child, which always foster spaces for dialog and a framework of tolerance and respect for difference. Likewise, the conception of childhood from different perspectives, such as age classification criteria and as an attitudinal characteristic, enriches the analysis derived from the compilation of these theories, providing tools to understand and implement complex thinking in childhood education. This work is, in turn, an exercise in reflection both individually and collectively from the different roles that human beings play in education, as educators, as parents, as professionals, and as citizens. The responsibility to create innovative spaces and mobilize the necessary resources to promote the comprehensive education of children falls on everyone. |
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