A future for schooling: hybrid experiences in a complex world

Abstract

The disjunctive thinking was born with the Cartesian formulation of res cogitans and res extensa and was institutionalized by modern dualism both in philosophy and science, leaving as a legacy the radical isolation of different pieces of knowledge. It is this dualism that still underlies the model of education adopted today, in the 21st century, in a world in which complexity only grows, and the human experience with the so-called reality is hybridizing. The aim of this article is to discuss what is the space of change that exists since this conception of an orderly, predictable and stable world; and yet, with regard specifically to the school-society issue, to point out how it is possible to transform this relationship in order to make it more meaningful in the hypercomplex context in which we live today.