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In:Controversies in the Contemporary World
Edited by Adriano Fabris and Giovanni Scarafile
[Controversies 15] 2019
► pp. 179–199

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Chapter 10
Controversies on hypercomplexity and on education in the hypertechnological era

 | University of Perugia
Published online: 7 August 2019
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https://doi.org/10.1075/cvs.15.11dom
Abstract
The objectives of this paper are threefold: firstly, to reconstruct the controversies and the scientific debate on the subject of complexity and on the factors determining its passage to hypercomplexity; secondly, to underline that an interdisciplinary and systemic approach which envisions objects as systems rather than considering systems as objects (as sets of divisible parts) is of the utmost urgency, calling for a radical makeover of our concepts of educative, formative and skill-related processes, overstepping the “false dichotomies” common to education and training, which reinforce the new asymmetries and inequalities emerging today; and finally, to recognize and understand the “great mistake” we are currently making in our attitude to technology in general and digital technology in particular.
Article outline
  • A short history of complexity
  • Complicated, Complex and Hypercomplex: Difference between a (closed) complicated/mechanical system and an (open) complex system
  • Without borders: The urgency of rethinking education
  • Teaching responsibility, complexity and empathy: Why digital education does not suffice
  • Notes
  • References
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