Complexity and systems in psychopedagogy

Abstract

When complex taught asks for the integration of science and humanities, aiming to reach the consciousness of human condition, it brakes the traditional science’s paradigms. The systemic approach is a methodological instrument that is very fit for the purposes of complex taught, which considers the context and the inherent complexities of the psycho-bio-social process that influences the human behavior. After the cybernetic studies the systemic approach created a theory that gave great importance to the relations instead of the related parts in itself, and giving them the same importance on the process as a whole. The psychopedagogy could be understood in terms of an interdisciplinary knowledge, as it bases itself on the many different kinds of knowledge of other disciplines to create its own knowledge. Stepping away, far from the discipline’s frontiers and focusing on the teaching/learning process (in its relational aspects) we found a new way for the systemic taught to understand the psychopedagogic process. Decided to propose a learning strategy for the new paradigm, Morin1 amplifies the lessons of Bateson2 when he developed his meta-dialogs and introduces the argumentation as a valid way to reach new knowledge.