Relația libertate-educație: renegociere a paradigmei complexității ancorată în logica terțului inclus

Abstract

Starting from a thought model anchored in the logic of the included third party, this article aims to study the conditions of existence of the relationship between freedom and education, given that Renaissance humanism has defined them as consubstantial. More specifically, referring to the paradigm of complexity, which is completed here, with the contributions of the logic of the third party included, we will study the relationship between freedom and education by repositioning it in a complex network of influences in an attempt to highlight the elements that influenced it successively. The issue of freedom – the main figure of the New Education – has the interest in showing, indeed, that the idea of freedom is the product of previous influences, being at the same time a complex renegotiation of this heritage through the emergence of a new concept of mediation that redefines the very possibilities of the relationship between freedom and education.