Teaching the human condition

Abstract

The current set of reflections on reform of the educational system, from basic education to teacher training requires two cognitive investments that complement each other: a dialogue capable of articulating our different areas of competence, and the choice of meta-issues and principles that clearly expose the educational ideal we want. From that point of view, we must present on, question and evaluate whether the production of knowledge we have inherited culturally and historically can satisfactorily solve the problems that emerge in contemporary society, which are marked by the complementary and antagonistic relationship among science, technology and the environment. urthermore, we should ask if our educational practices permit projecting and constructing the basis of a future society. It would seem that a basic agenda for rethinking education demands opening up specialisations, providing methods of thought that rejoin knowledge from different disciplines and reconstruct an individual capable of questioning the human condition. A reform of thought (E. Morin) oriented in deconstruction and reconstruction of cognitive models (J. Rosnay) that can make teaching an education of the human condition in harmony with the world domains that are the basis of that condition.