Abstract
Abstract: How can the complexity of the school crisis be faced? How can a static and closed model of knowledge be overcome in favour of openness, flexibility, plurality and change? How can we not offer simple solutions to a complex problem? In this article, we present some paths forward in the search of answers to these questions. The first proposal is for us to overcome the dualistic relationship between subject and environment, considering both as part of a single ecosystem, based on the symbiosis between respective elements. The second proposal is for us to take our gaze away from the ecosystem through an ecological approach, for us to perceive the immersion of the subject in the respective environment. Finally, we propose deepening the existing relationships in the ecosystem, to understand its interconnected structure. In conclusion, we tackle the concept of situated teaching, as a practical application of the presented reflections.
Highlights
Discourses on technologies, methods and rhetoric focused on the centrality of the learner subject fill up the current debate on education
Innovative teaching techniques are proposed as solutions to the school crisis, without, questioning the specificity of the context in which education occurs and the relationship of dependency/autonomy that the subject has with the environment in which is immersed
We argue that educational innovation is only possible if we adopt an ecological approach to the problems marking the school crisis
Summary
Discourses on technologies, methods and rhetoric focused on the centrality of the learner subject fill up the current debate on education. There are still no clear indications of methods capable of meeting this challenge, but there are attempts to create alternative paths with respect to the current educational system, which is still based on the modern paradigm of science and scientific knowledge This means taking the focus off techniques and responsibilities and directing attention in studies to the culture of our times. Morin continues, allows us to initiate an action based on a decision, foresee a possible number of scenarios and modify them according to the information that the situation entails and according to the unexpected events altering the action itself This idea is very close to the concept of reflexivity of teachers, dear to literature in the area of education over the last few decades. Awareness of complexity can be the driver for truly innovative action, action that is not based on preestablished techniques and models, but is inspired by the ideas of others always seeking their situated application
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