Complexity and Marist Pedagogy
Clues for rethinking school today
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Currently, a new reflection on the role of education is necessary, questioning to what extent educational practice in schools today contributes to human development as a whole, or only to technical and scientific development. An education that values only the technical-scientific aspect is more geared towards meeting the imperatives of the postmodern paradigm in which it is embedded, but runs the risk of 'discarding' or undervaluing issues specific to human life and existence. At the same time, an education based on modern paradigms such as Cartesianism and positivism, which fragment knowledge...
Currently, a new reflection on the role of education is necessary, questioning to what extent educational practice in schools today contributes to human development as a whole, or only to technical and scientific development. An education that values only the technical-scientific aspect is more geared towards meeting the imperatives of the postmodern paradigm in which it is embedded, but runs the risk of 'discarding' or undervaluing issues specific to human life and existence. At the same time, an education based on modern paradigms such as Cartesianism and positivism, which fragment knowledge and value only the rational and scientific, reduces the anthropological notion of the totality of the human being. An education based on such paradigms is no longer able to respond to the challenges facing humanity, given that it does not provide an education that values the whole. In this sense, we need to rethink the role of the school based on an education that values complex training, acomprehensive education. Marist pedagogy and the reflective appeals made by Edgar Morin can help us to rethink the role of the school today.
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