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Complexity, Transdisciplinarity and Transcomplexity

 

Author: María Esperanza Fonseca De Pineda

Universidad Fermín Toro, UFT

fonsecamaria975@gmail.com

Barinas, Venezuela

 

Abstract

Current education has great obstacles to advance. And that's why our efforts for a better education do not prosper. The education of the future must consider knowledge that is normally ignored at present. Several researchers agree that knowledge is an interactive construction, which has important consequences when analyzing educational processes; teaching professionals must learn to unlearn so that they can assume new thinking based on the current vision of the postmodern world, based on the bases of complexity, transdisciplinarity and transcomplexity, so that teaching takes another direction, directed to work from the holistic approach to promote other forms of thought necessary for the transformation of people. This essay aims to generate deep reflections related to the teaching-learning process carried out by teachers through the application of complexity, transdisciplinarity and transcomplexity that responds to needs, applicable to any field of knowledge, disciplines, having as premises the protection of integral, moral and good morals as well as the value of attachment to the family nucleus; with new strategies that allow to abstract, reason, produce ideas, concepts, make judgments and anticipate innovative facts.

 

Keywords: thinking; knowledge; education.

 

 

 

The Practice of Nursing: A Vocation with Axiological and Humanist Sense

 

Resumen

La educación actual tiene grandes obstáculos para avanzar. Y por eso nuestros esfuerzos por una mejor educación no prosperan. La educación del futuro debe considerar saberes que son normalmente ignorados en la actualidad. Diversos investigadores coinciden en señalar que el conocimiento es una construcción interactiva, lo que tiene importantes consecuencias al momento de analizar los procesos educativos; los profesionales de la docencia deben aprender a desaprender para que puedan asumir un nuevo pensamiento con fundamento en la actual visión del mundo postmoderno, cimentada sobre las bases de la complejidad, transdisciplinariedad y transcomplejidad, para que la enseñanza tome otra dirección, dirigida al trabajo desde el enfoque holístico para propiciar otras formas de pensamiento necesario para la transformación de las personas. Con este ensayo se pretende generar reflexiones profundas relacionadas con el proceso enseñanza-aprendizaje llevada a cabo por los docentes a través de la aplicación de la complejidad, transdisciplinariedad y transcomplejidad que responda a necesidades, aplicable a cualquier campo de conocimiento, disciplinas, teniendo como premisas el resguardo de la formación integral, moral y las buenas costumbres así como el valor del apego al núcleo familiar; con nuevas estrategias que permita abstraer, razonar, producir ideas, conceptos, emitir juicios y anticipar hechos innovadores.

 

Palabras clave: pensamiento; conocimiento; educación.

 

 

 

1. Introduction

The debates around the related to the principles and values, both ethical and moral, point to the fact that they have been lost, that they were changed, for that reason we need a world of paradigms that contain rules and norms, that make them constitute or define limits to know ourselves, in the environment, allowing us to specify the realities that we have. Such a point of view becomes complex in the spaces allocated for education by the accumulation of knowledge, which clearly depends on the attitude of teachers to influence the behavior of learners, who, under the acquired paradigms, will build their own reins of lifetime.

 

The perspective leads to a change in the perception of teaching in teaching professionals, because of its endogenous essence, which in itself generates its culture and other patterns, so they must assume a new thinking based on the current vision of the postmodern world , based on the bases of complexity, transdisciplinarity and transcomplexity, so that teaching takes another direction, directed to work from a holistic approach to promote other forms of thought necessary for the transformation of people.

 

From my point of view, it must be like this, because we always live communicating knowledge and ideas, depending on the handling of information, together with the set of acquired experiences. In this sense, Aragoza (2010a) points out that individuals "are formed from all times by others from their ethical principles" (page 87). Therefore, the way to get what you have to know according to each human being, as well as your social group; in this way it has to transcend the teaching, for example, in the students, with a view to the deconstruction of the different thoughts to arrive at a new construction of these, transferring different behavior patterns and positive action.

 

2. Complexity, Transdisciplinarity and Transcomplexity

Achieving the paradigmatic change in teachers has to be based on transdisciplinary reconstruction, but the exercise of teaching performance continues to maintain an integrating application, even when the formal educational system demands it. The knowledge is not transmitted within the holistic relationship that is in them, that is why there are flaws in the teaching-learning process. Around the last reflected, Aragoza (2010b), points out:

During the educational praxis, in the levels of the secondary education, I consider that processes that configure humanity among those that integrate the context are not included, when it is seen that among the teachers themselves there is no evidence of integration with participation, cooperation, intervention and equality, ... obviating the curricular foundations. Training is not encouraged from the construction and reconstruction of life, for life ... (p.135).

 

In the educational world of the lycées, teachers exhaust their holistic integral training mission, and are inclined only in the development of content, most of which are unrelated to reality. Teaching is still far from its holistic function, as it has become a machine for reproducing content, without a real space for criticism, reflection, the analysis of new experiences and the formation of new thoughts.

 

In Venezuela, the National Curriculum is considered an important issue in the integral formation of the individual. So it is difficult to consider a transformative educational theory, according to transdisciplinary and transcomplex needs, having as premises the protection of sexual health, morals, practice and good habits, as well as the value of attachment to the family nucleus; proposing in addition new strategies that allow to open spaces to the critic and to the innovation of the thought.

 

The school separates the social context of the individual, by not training the young person for and for life. The educational institutions must be oriented to the construction of a new pedagogical practice, based on the social reality of the individual, and in constant renewal according to the social changes of their environment. In this regard, Peña (2018a), poses:

The formation and constant updating of the teacher, is considered as a tool that seeks the instruction according to the development of the student; This type of update is promoted through two channels, one is based on institutional collectives, designed in a direct and participatory manner, integrating all professional profiles to the use and application of all the structural mechanics of a pedagogical program; the other is the research teacher, the propagator of ideas that satisfy the cognitive and formative needs, as well as the attitudinal ones, all of which are inherent to the ideal profile of the teacher (p.217).

 

It stands out, the training of the teacher is fundamental in the teaching of the students, reason for which it influences in the changes of attitudes of the same ones. That is why the permanent updating of the educator is due to the participation in training groups in order to strengthen their role as a researcher, counselor, learning mediator, innovator and humanist in the integral development of the students. Consequently, the image of the society that is built, from the educational setting, is disconnected from the social reality.

 

In this sense, complexity, according to Morin (2001), is like: "[...] a fabric of heterogeneous constituents inseparably associated: it presents the paradox of the one and the multiple. It is, effectively, the fabric of events, actions, interactions, retroactions, determinations, hazards, which constitute our phenomenal world. [...]" (p.32). This refers, the complexity offers the understanding of phenomena, allowing to give precision to the relationship complexity-reality.

 

From there, Peña (2018b), states that "the theory of complexity captures reality as a complex system, in its various connections, mediations and conditioning. That is why it does not establish antithetical relations between order and chaos, uncertainty and certainty, between the parts and the whole" (p.222). The author reflects that the theory of complexity deals with complex entities with the numerous links, negotiations, harmonization and interconnections of chaos and uncertainty.

 

In the present moments of postmodernity, where the ideological changes and a more complex thought predominate, a rethinking of the educational systems is imminent, pointing towards the search for new truths, which as interpreted in Balza (2011a), lead to a new transdisciplinary vision embrace with the new times and with a new moral. In this regard, Morin, cited by Carmona (2004), refers to "reality is complex ... and through transdisciplinarity we will approach it" (p.4). This refers, reality, in its essence, is determined by a complex aspect and it is by means of transdisciplinarity that the closest approach to it can be achieved.

 

Therefore, a call is made to expose new aspects that work as innovative and creative alternatives that change the way of acting of the teacher so that it is oriented towards the rigorous construction of the moral conscience in the students, through the effective exchange of knowledge. cultural and moral, as allowed by Muaje (2010a), who points out that "the teacher establishes in the various interrelationships with people that form the possibility of conscious changes of principles that strengthen and lead to positive actions" (p.63), so that, in turn, the deconstruction of current thought, to propitiate another that gives rise to another attitude of transferring the principles of education.

 

What would involve deconstructing current thinking to accommodate a new way of generating ideas, solve problems through transdisciplinarity, and strengthen processes from a more holistic approach. This demands then, a teacher who eradicates old practices, present in their work performance, and fuses a new thought of higher order that corresponds with the demands of the moment, where autopoiesis is the main condition of work. Therefore, educational communication must be of quality, challenging the processes from a shared vision, betting on self-esteem and self-confidence, both the teacher and the student.

 

The teacher will act in response to governmental, institutional and social demands, taking care of the biopsychosocial safety of the students, and especially of the adolescents, to generate confidence, and guide them towards success, taking the issue of sexuality, for example, as premise for the development of being, thus establishing a synergy that increases responsibilities in the performance of the exercise of teaching functions.

 

This has to generate models of transdisciplinary management so that the inter-functions are propitiated, from where the viable and operative solutions emerge, considering, from my point of view, a transversality that works with disciplinary union so that, from the epicenter of its totality , changes are achieved based on knowledge, in the redefinition of teaching sex education in adolescents. Interpreting Balza, (2011b), it is necessary to start from a comprehensive analysis that is aware of everything that comprises the realities, in their multiple interactions, so that they advance towards deep levels of meaning in the resignification of a true meaningful education.

 

The conception of the teacher will be directed towards the integral development of the individual, in a competent performance, with new mental schemes, taking into account the hologrammatic vision, from the hermeneusis of the transcomplexity that Balza (2011c) proposes, in a new way of rethinking the teaching with cognition of a higher order, based on multidimensional logic for its reconfiguration, which leads to establish different ways of transcending knowledge in correspondence with reflective systematization taking into account the theoretical and methodological precepts, from such hologrammatic approach as element emerging from the realities of the contexts in a global way.

 

The articulation of a dialogical teaching for the construction in the globality will be contemplated, considering the knowledge, in absolute correspondence with the interconnections that vibrate at the rate of what happens, what generates it, its causes and consequences, under the heuristic proposal in all the planes of knowledge, focused on the discussion in the interconnection of deep ideological transformations, sensible and reflective, as meaning for the promotion of individual change, impacting on the social, with the vision focused on the epistemological understanding of addressing the meanings necessary for the renewal of education education, integrating efforts, minimize the fragmentation of human knowledge, as parts of a whole, which must be related to each other, in constant communication.

 

In this sense, to achieve a true change in education, according to Muaje (2010b), implies "rethinking the existing tasks, from the heuristic of a new mental construction to give way to a new way of thinking" (p.92). It consists of teachers becoming involved in a new innovative paradigm, in terms of cognitive integration processes.

 

The new teaching thinking must be framed within a critical and reflective intellectual space from which important transformations can be generated in each individual, based on their experiences. It is there where the great humanistic paradigm with tendencies towards personal biopsychosocial well-being is based, which has a positive impact on their community.

 

3. Final thoughts

Teachers play a fundamental role in the construction of the comprehensive development of adolescents, thus being responsible for leading lives. In other words, it stands out to be a true professional teacher; leading to strengthen a more transcendental, interactive and reflective thinking. In addition, to have a social dimension that must be based on its ethical principles as part of the responsible commitment it has in the educational reform, for revaluation of the individual. The treatment to be followed will be based on complexity and transdisciplinarity, focused on or grounded in human integrity.

 

The educational practice of orienting oneself to generate drastic changes that allow the resurgence of new teaching practices, without restrictions, where the influence exerted by teachers on students is greater and triggers true evolutionary progress as human beings. Involves rethinking how to transfer knowledge by rethinking teaching models. The objective then is to strengthen the humanistic principles of teaching to reinforce their own feelings that will allow, with the firm purpose of dignifying the individual as a subject who thinks, reasons and feels.

 

The complexity will be linked to the design and execution of the teaching practice, from the pedagogical point of view, allowing the humanistic education, arranging the knowledge taught with what is to be learned in reflexive and critical attitude, without losing the human sensitivity, in relationships to resize thought, creating higher order consciousness for the conduction and management of one's own life, confronting with dialectics the thought so that it is constantly evolving, in the consequent deconstruction of the thought to solve the problems that arise in the Teaching and learning process.

 

Therefore, complexity, transdisciplinarity and transcomplexity as processes that frame procedures, actions, ways, forms and means of action that complement the teaching-learning process, with a juxtaposed vision that strengthens knowledge, through connections between school culture and the social one, transcending the spatial, temporal, thematic and vital educational spaces of thought.

 

4. References

Aragoza, E. (2010a,b). Los valores en el desarrollo de competencias en educadores. México: Distribuciones Fontamara, S.A.

 

Balza, A. (2011a,b,c). Complejidad, transdisciplinariedad y transcomplejidad. Los caminos de la nueva ciencia. Venezuela: Asociación de Profesores de la Universidad Nacional Experimental Simón Rodriguez, APUNESR.

 

Carmona, M. (2004). Transdisciplinariedad: Una propuesta para la Educación Superior en Venezuela. Revista Pedagógica, 25(73), 59-70. Recuperado de: http://www.scielo.org.ve/scielo.php?script=sci_arttext&pid=S0798-97922004000200007&lng=es&tlng=

 

Morin, E. (2001). Introducción al Pensamiento Complejo. Barcelona: Gedisa.

 

Muaje, G. (2010a,b). Pensamiento educativo. Buenos Aires: Editorial Ediciones Nueva Visión.

 

Peña, J. (2018a,b). Transformación del Docente Desde el Pensamiento Complejo. Revista Scientific, 3(7), 211-230. Recuperado de: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.7.11.211-230

 

 

María Esperanza Fonseca de Pineda

e-mail: fonsecamaria975@gmail.com

 

Born in Guanare, Portuguesa State, Venezuela. Married and teaching profession. I studied elementary school in the Grupo Escolar estado Guárico in the state of Barinas, I obtained a bachelor's degree in the Instituto educativo “Venezuela” in the state of Barinas, I completed the undergraduate university studies at the Universidad Pedagógica Experimental “Libertador” (IMPM) in In 2009 obtaining the title of Professor in Specialty Integral Education, I did postgraduate studies at the same University in 2011, obtaining the title of Specialist in Community Education. Currently I work as a counselor in the student welfare department of the Liceo Bolivariano "Trina Briceño de Segovia".

 

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- Original Version in Spanish -

DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.9.18.337-347